Newsflash! MSMI releases a NEW Research-to-Practice Brief
How Math Instruction and Math Intervention Can Improve Student Outcomes
Research-based principles and practices in math intervention research can be applied in the middle grades to improve student outcomes. These research-based strategies will enable middle-grade students to develop important mathematics knowledge and skills to become algebra-ready.
Through consistent modeling, teaching, and encouraging of appropriate behaviors, educators can significantly reduce students’ antisocial and maladaptive behaviors that reduce and inhibit effective classroom instruction and student learning.
Writing can be used as a tool to support students’ learning in all content areas. When students paraphrase and convert text into their own words, they are not simply engaged in rote (shallow) learning. Instead, writing about material read and presented in class encourages students to reflect on their understanding of key concepts and organize and integrate ideas into a coherent whole. This can be done several ways, including (but not limited to) structured note-taking, written summaries, question and answer development, and application essays.
Newsflash! MSMI releases a NEW Student Feedback Toolkit:
Effective, Timely Feedback for Students
There are ways to provide students with formative feedback on assignments, activities, and assessments that promote increased learning. Feedback is most effective when it: (1) is delivered soon after the learning activity or at intermediate points throughout; (2) is specific; (3) does not represent a judgment or evaluation, and (4) provides students with a clear path toward improvement of their work.
Some students reach the middle grades unable to read grade level text effectively and with understanding. These students need to be identified (typically, students who are two or more grade levels behind in reading) and provided with intensive intervention. This toolkit provides resources for screening all students and identifying those with significant reading difficulties.