Nine Ways to Catch Kids up

Autor/in	Burns, Marilyn
Titel	Nine Ways to Catch Kids up
Quelle	In: Educational Leadership, 65 (2007) 3, S.16-21 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Vocabulary Development; Basic Skills; Mathematics Skills; Mathematical Concepts; Intervention; Interaction; Thinking Skills; Computation; Writing Skills; Drills (Practice); Correlation; Arithmetic; Elementary School Mathematics; Teaching Methods; Student Needs; Scaffolding (Teaching Technique) + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Basic skill; Grundfertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Interaktion; Denkfähigkeit; Writing skill; Schreibfertigkeit; Korrelation; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Elementare Mathematik; Schulmathematik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Through her work as a consultant, Burns has found that a handful of students in all classes lack an adequate foundation in basic math concepts and lag far behind their peers in both understanding and skills. Students who lack a foundation on which to build new learning are generally not well served even by well-planned, differentiated instruction; they require supplemental interventions to help them catch up. Burns shares nine strategies she has found essential to creating effective intervention lessons in math: (1) build scaffolding into lesson planning, (2) pace lessons carefully, (3) build in a routine of support, (4) foster student interaction, (5) make connections explicit, (6) encourage mental calculations, (7) use written calculations to track thinking, (8) provide practice, and (9) build in vocabulary instruction. (Contains 1 figure.) (Author).
Anmerkungen	Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10