图书简介

Foreword \\ Introduction – An Invitation to Turnaround \\ Why Strengths-Based Instruction? \\ Who is Strengths-Based Mathematics Teaching For? \\ What are Mathematics Strengths we See in Students? \\ Exploring Your Own Math Identity \\ Moving to a Strengths-Based Perspective \\ Practices that Build a Strengths Cycle \\ The Five Teaching Turnarounds \\ Chapter 1 - Identify Your Teaching Strengths \\ What Do You Believe About Your Students’ Learning? \\ What Do Students Think You Believe? \\ Summary \\ Chapter 2 - Turnaround Mathematical Proficiencies, Processes, and Practices \\ Building Mathematical Proficiency Through a Strengths-Based Lens \\ Building Mathematical Practices and Dispositions Through a Strengths-Based Lens \\ Building Strengths in Problem Solving \\ Building Strengths in Communication \\ Building Strengths in Reasoning and Proof \\ Building Strengths in Connections \\ Building Strengths in Representations \\ Summary \\ Chapter 3 - Your Students’ Mathematics Content Strengths \\ Building Mathematical Content Knowledge Through a Strengths-Based Lens \\ Building and Recognizing Strengths in the Meaning of Number and Operations and Algebraic Thinking \\ Count to show how numbers represent quantity \\ Count to show how numbers represent quantity \\ Develop Strategies to Add, Subtract, Multiply, and Divide \\ Building and Recognizing Strengths in Understanding Number and Operations - Fractions \\ Building and Recognizing Strengths in Geometry \\ van Heile’s Geometric Conceptual Understanding Level 0: Visualization \\ van Heile’s Geometric Conceptual Understanding Level 1: Analysis \\ Summary \\ Chapter 4 – Turnaround Grouping Practices \\ Planning Effective Strength-Based Instruction \\ Fixed versus Flexible Grouping Practices \\ Long-Term Whole-Class Ability Grouping \\ Small-Group In-Class Ability Grouping \\ Flexible Grouping Strategies \\ Strength’s Based Flexible Grouping Practices \\ Mixed-Strength Whole-Group Instruction \\ Homogeneous-Strength Small Groups \\ Targeted Small Group Instruction Through a Strengths-Based Lens \\ Summary \\ Chapter 5 – Turnaround Tasks \\ High Cognitive Tasks \\ Turnaround a Task: Designing a Personalized, Strengths-Based Instructional Task \\ Individualized Personalization \\ Funds of Knowledge \\ Three Perspectives for Adapting a Task to Support Student’s Strengths \\ Access and Equity \\ Mathematical Goals \\ Formative Assessment \\ Promoting Strengths Through Parallel Tasks \\ Exploratory Discourse About Tasks \\ Math Amendments: Revising the Task Solution \\ Summary \\ Chapter 6 - Turnaround Feedback \\ The Importance of Feedback in a Strengths-Based Classroom \\ Teacher-to-Student Feedback From a Strengths Perspective \\ Teacher to Student Feedback Loop \\ Elements of Teacher to Student Feedback \\ Student-to-Teacher Feedback from a Strengths Perspective \\ Prior to the Lesson \\ During the Lesson \\ Closing the Lesson \\ Student-to-Student Feedback from a Strengths Perspective \\ Classroom-Based Formative Assessment and Feedback \\ Observation \\ Interview \\ Show Me \\ Hinge Question \\ Exit Task \\ Summary \\ Chapter 7 - Turnaround Students’ Identities \\ Windows and Mirrors \\ Our Teacher Mirror \\ Translation Task \\ Don’t Miss an Opportunity to Recognize a Student’s Points of Power \\ Students’ Productive Dispositions \\ Students Self Analyze their Strong Points \\ Summary \\ Chapter 8 - Turnaround Professional Learning Communities \\ Supporting Teachers’ Strengths \\ The Appreciative Inquiry (AI) Framework \\ Whole School Agreement \\ Summary \\ Chapter 9 - Turnaround Family Communication \\ Engaging Families in Strengths-Based Talk \\ Incorporating Family and Community Strengths \\ Working Together to Share Mathematical Ideas \\ Family Math Resources \\ Conferences with Family Members from a Strengths-Based Perspective \\ Summary \\ Epilogue - Turnaround Reflection \\ References

Trade Policy 买家须知