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We've got answers to some of your top questions.
We recently offered LONG + LIVE + MATHers the opportunity to share their questions with us so our cognitive scientists and master math practitioners can help find solutions. In this new series, we'll provide answers to those questions.
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Our MATHia software is ideal for differentiation because it adapts to each student exactly where they are and creates a personalized learning path just for them. As students work, MATHia provides customized just-in-time feedback and contextual hints designed to help them persevere and solve problems.
Here are some other great strategies for reaching all of your students across different skill levels.
Split students into groups. Don't teach your entire class of students all at the same time. Put students into groups so they have the opportunity to own their learning, share their thinking and build collaboration skills.
You can group students any way you like. For example, you can group students based on:
You can also use heterogeneous groupings to give your above-level and below-level students the opportunity to work together and co-present their work to the class. Why? Each one can utilize their individual strengths (e.g. the below-level student might be more comfortable presenting while the above-level student is stronger with the material).
Establish group roles and norms. Give your students the opportunity to take ownership of the group and their roles within it. A below-level student can be tasked with reading the directions or timing the activity while an above-level student can take ownership of the math. This allows everyone to participate and learn from each other, regardless of their skill level.
Give the groups different things to work on.
The goal is to act as a facilitator while the students essentially run the class by working through problems, discussing (and sometimes arguing about!) solutions, and demonstrating their learning to each other and to the rest of the class.
Saradhi joined the Carnegie Learning Professional Learning team in 2015 and has supported teachers across the country. Prior to joining Carnegie Learning, Saradhi worked as a middle school math teacher in rural Kentucky and urban Chicago, Illinois. He has utilized Carnegie resources in the classroom and supporting teachers with their implementations. In addition Saradhi served as the Math curriculum director for a University of Chicago research project program spanning 15 Urban Chicago High Schools.
Saradhi resides in Chicago, IL and is responsible for managing Carnegie Learning school relationships primarily in Illinois, Iowa, Indiana, and Wisconsin.Explore more related to this author
Put students into groups so they have the opportunity to own their learning, share their thinking and build collaboration skills.
Saradhi Sarapalli, Manager of School Partnerships, Carnegie Learning