Educational Pedagogy
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How Kids Benefit From Learning To Explain Their Math Thinking | MindShift | KQED News

How Kids Benefit From Learning To Explain Their Math Thinking | MindShift | KQED News | Educational Pedagogy | Scoop.it
Math teachers of older students sometimes struggle to get students to explain their thinking with evidence. It's hard to get kids in the habit of talking about how they are thinking about a problem when they've had many years of instruction that focused on getting the "right answer." That's why educators are now trying to get students in the habit of explaining their thinking at a young age. The Teaching Channel captured kindergarten and first grade teachers pushing students to give evidence for their answers in situations where there are several ways to think about a problem.

Via John Evans
Dennis Swender's insight:
Just like in athletics where players and not coaches are called to demonstrate how a play is executed, student explanations in math help facilitate Vygotsky's zone of proximal development.  Subsequently, a instructor's brief and  strategically spaced explanations may produce greater attention and comprehension..
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How Kids Benefit From Learning To Explain Their Math Thinking

How Kids Benefit From Learning To Explain Their Math Thinking | Educational Pedagogy | Scoop.it
Math teachers of older students sometimes struggle to get students to explain their thinking with evidence. It’s hard to get kids in the habit of talking about how they are thinking about a problem when they’ve had many years of instruction that focused on getting the “right answer.” That’s why educators are now trying to get students in the habit of explaining their thinking at a young age. The Teaching Channel captured kindergarten and first grade teachers pushing students to give evidence for their answers in situations where there are several ways to think about a problem.

Via John Evans
Dennis Swender's insight:
Halliday & Hasan's exophoric vs. endophoric language is most applicable..

Re:  Halliday, M. A. K. and Hasan, R. (1993). Cohesion in English. New York: Longman. ISBN 0-582-55041-6. [Exophoric reference, p. 34]
Koen Mattheeuws's curator insight, March 31, 2017 3:13 AM
Zeggen wat je denkt en waarom je het denkt (aan elkaar). Het loont om er tijd voor te maken. 
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50 Questions To Ask Your Kids Instead Of Asking “How Was Your Day”

50 Questions To Ask Your Kids Instead Of Asking “How Was Your Day” | Educational Pedagogy | Scoop.it
So I asked our writers to share some of their favorite conversation starters with their kids. These are especially great after a long school day when your babies don’t want to chat.

Via John Evans
Dennis Swender's insight:
Helping expand critical thinking abilities
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Why Kids Need to Move, Touch and Experience to Learn - Mind/Shift

Why Kids Need to Move, Touch and Experience to Learn - Mind/Shift | Educational Pedagogy | Scoop.it
When students use their bodies in the learning process, it can have a big effect, even if it seems silly or unconnected to the learning goal at hand. Researchers have found that when students use their bodies while doing mathematical storytelling (like with word problems, for example), it changes the way they think about math. “We understand language in a richer, fuller way if we can connect it to the actions we perform,” said Sian Beilock, professor of psychology at the University of Chicago.

Via John Evans, Cultural Infusion
Michael Ruzza's curator insight, April 5, 2015 7:45 PM

This is essentially learning through play.

Juanita Jackson's curator insight, May 15, 2015 11:46 AM

keep our students actively participating...

Dr. Deborah Brennan's curator insight, May 19, 2015 2:27 PM

There are several topics cover d in this article. The first is the use of movement to augment learning. This is not a new idea as many foreign language teachers have been using and recommending TPR - Total Physical Response as a p highly effective teaching strategy.  

 

The second point is about the distracting nature of highly decorated rooms. In my experience, the walls need to teach.  I do agree that decorations unrelated to content are irrelevant and distracting to learning.  We do not need photos of skateboarders or beaches that encourage daydreaming.  However, decorations that review content already taught or link concents within the content are highly effective learning strategies.  Visual cues can help spiral learning.  I had teachers who created a visual content organizer and added visuals as they progressed through the year.

 

the third point is about writing as a means to reduce test anxiety.