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Educational games can involve math by having students keep track of their own scores and working out math problems to earn more points.Games that challenge students to solve more difficult questions as they progress through different levels are effective at challenging student ability without causing the nervousness or anxiety that sometimes occurs in a typical classroom setting.
Each session included expert video screencasts, classroom video clips, readings and resources, and assignments: Session 1: Establishing a Classroom Culture of Conversation (August 2-8) – This session provides models and suggested activities for cultivating classrooms that value learning through constructive conversation.
Session 2: Creating Effective Conversation Prompts & Tasks (August 9-15) – This session focuses on how to look at a lesson, envision the conversational opportunities, and craft effective prompts for back and forth conversations between students.
Critical thinking skills are an increasingly important element of elementary education, but teaching them can often be a challenge for elementary school teachers.
From what critical thinking is to how to incorporate it into everyday lessons, we examine the essentials of this fundamental intellectual skill below.
Any type of activity that draws on kids’ inherent interests and motivations is an ideal setting to push students’ individual abilities and challenge them to develop their skills to the next level.
Mentoring Minds offers many types of creative teaching products that aim to accomplish this important task.
Today’s generation of young students is accustomed to playing video games and computer games from an early age.
Parents and educators often complain of the negative effects these games have on children, but there are many ways to harness kids’ interest in games for positive purposes.
Session 3: Preparing for Effective & Efficient Formative Assessment of Conversations (August 16-22) – The session prepares participants to (1) set up an assessment plan for assessing and reflecting on observations of paired student conversations, (2) provide right-now feedback to students during their conversations, and (3) reflect on conversation assessment to improve teaching and assessment.
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