Promoting Self-Direction Through Better Feedback

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Dyscalculia: News from the web:

When providing feedback both the content and the timing are key:

Every teacher desires students to become their own teachers over time. The idea that students develop self-direction—independent of needing immediate support from teachers—and the ability to solve their own problems is a recurring dream of teachers. But how do we develop independent, self-directed learners when we have so many other demands as educators? Interestingly, one of the most powerful strategies we have at our disposal to build student independence in their learning is through our approach to feedback

Read all about it: HERE

Innovative Approach to Learning Math in Primary School

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Dyscalculia: News from the web:

From China we bring you this story about a novel way of teaching and learning math.

At Nanjing International School, learning looks different than what you would find at traditional schools in China and abroad. One of the areas where this is most evident is Maths in Primary School, where we take a leading-edge, inquiry-based approach. Why is this? A growing body of research on how children successfully learn mathematics shows that every student must become an active learner that investigates and explores, often as part of a team.

Read all about it: HERE

Teachers and Parents need to talk

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Dyscalculia: News from the web:

Working with learning disabled children is a team work. Both parents and teachers are part of that team.

See the story in our link for today for some tips on how to improve the communication.

How can these two groups develop better strategies and avenues for effective communication? That’s the central question we invited our Twitter followers to answer during a Twitter chat last month. We tapped Michelle Lassiter, an Editorial Research and Expert Relations Associate for Understood, a nonprofit that is dedicated to helping those who learn and think differently, to co-host the online discussion and provide her expert insights and resources.

Read all about it: HERE

How to spot dyscalculia in early childhood

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Dyscalculia: News from the web:

Researchers seem to have found the place where to look for dyscalculia, here is their abstract:

Mathematical learning deficits are defined as a neurodevelopmental disorder (dyscalculia) in the International Classification of Diseases. It is not known, however, how such deficits emerge in the course of early brain development. Here, we conducted functional and structural magnetic resonance imaging (MRI) experiments in 3- to 6-year-old children without formal mathematical learning experience. We followed this sample until the age of 7 to 9 years, identified individuals who developed deficits, and matched them to a typically developing control group using comprehensive behavioral assessments. Multivariate pattern classification distinguished future cases from controls with up to 87% accuracy based on the regional functional activity of the right posterior parietal cortex (PPC), the network-level functional activity of the right dorsolateral prefrontal cortex (DLPFC), and the effective functional and structural connectivity of these regions. Our results indicate that mathematical learning deficits originate from atypical development of a frontoparietal network that is already detectable in early childhood.

Ulrike Kuhl,
Sarah Sobotta,
Legascreen Consortium ,
Michael A. Skeide

Read all about it: HERE

Check for understanding

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Dyscalculia: News from the web:

Teaching is a two way street. You can be the best teacher ever but if your brilliant messages are not understood by your audience, you will not get the results you were aiming for.

simply asking ‘have you understood?’ This tells us almost nothing – as students rarely so no or could be wrong in saying yes. But, most importantly, there are always degrees of understanding. Instead of asking if, we should ask what student have understood. Rosenshine gives us a nice list of ways teachers can check for understanding.: