October 2014

Math Fluency Tools and Ideas

  • Posted on: 24 October 2014
  • By: Tina McCoy

If you are looking for more strategies and tools that will help you boost math fluency for your students, check out Intervention Central at http://www.interventioncentral.org/response-to-intervention. There you will find resources that can be used to promote math fluency with your students. You'll find ideas such as Cover-Copy-Compare (Math Facts), Student Self-Monitoring, and Incremental Rehearsal.  

Low Expectations vs. Unrealistic Expectations: Finding the Balance

  • Posted on: 23 October 2014
  • By: Tina McCoy

How can the needs of students with disabilities be addressed in ways that maximize growth? The trick is to determine what is both rigorous and realistic, given appropriate supports and services. Unfortunately the predominant culture of education today has some blind spots that make this task very challenging. In order to get past these obstacles, it is helpful to acknowledge them and then take conscious steps to work against them.

Math Fluency Matters

  • Posted on: 21 October 2014
  • By: Tina McCoy

Most educators know that poor math fluency has an adverse impact on students, but to what extent?  Well, math fluency has a profound impact on every student's ability to succeed in mathematics, not only in calculation skills but in all types of problem-solving and higher order mathematics that the student will encounter over the years. That begs the questions, 'What is meant by math fluency?' and 'What can we do to strengthen it?'

Rethinking Professional Learning to Promote Real Changes in Practice

  • Posted on: 19 October 2014
  • By: Tina McCoy

Consider the time and money that has been spent on professional development for those within your organization. Have these investments resulted in tangible, consistent and sustainable improvements in your school system? Unfortunately, our traditional approach to professional development is does not bring about organizational learning. Most educational leaders, perhaps assuming there is no other viable option, unconsciously accept and perpetuate an ineffective approach to professional development.