9. FACT STRATEGO Place your STAR card in position on your board. Continue to place your fact cards on your board in strategic positions to protect your STAR card from the other player. Each player takes turns “attacking” the other players fact cards. The high fact card takes the new position, the low fact card removes their card from the board. Player to attack the STAR card wins the game!
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11. Without counting 1-by-1 and without writing anything down, calculate the number of shaded squares in the 10 by 10 grid shown. Determine a general rule for finding the number of shaded squares in any similar n by n grid.
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Editor's Notes
* “Moving toward differentiation is a long-term change process” (Tomlinson, quoted in EL article) * Although we know you all have a number of strategies you use to motivate students, it’s always helpful to revisit topics and be reminded of techniques we may not have used recently--there is also a lot of new research about motivation you may not have had time to learn about yet
Let kids know you respect & care about them; humor Knowing students’ interests, etc allows teachers to customize assignments when possible and use these topics to help them learn what they need to know about more broadly personal interest--durable over time, related to lots of background knowledge situational interest--limited to the moment
--emphasize conceptual ideas for learning
* Scaffold choices for students as needed--vary the degree and type of choices; adjust choices to students’ instructional needs and curriculum components * Self-expression--tied to learning styles--poster, letter to the editor, debate *other examples--collaborative development of rubrics; dialogue journaling--also provides teacher with more info about student
feedback could go here-- “provide specific feedback on students’ progress”--link to goal setting
Praise--Dweck research--importance of attributing success to effort, not innate ability