Using Push and Support Cards for Differentiation

Rachael Eriksen Brown, Zora Mackiewicz-Wolfe, Susan Tily

Abstract


The authors share their use of push and support cards to differentiate whole class instruction and to support the use of high cognitive demand tasks. Strategies for generating and implementing the cards in school classrooms are shared.

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References


Bell et. al. (2016). Everyday Mathematics 4, Grade 2. Columbus, OH: McGraw-Hill.

Cartier, J., Smith, M., Stein, M., & Ross, D. (2013). Practices for Orchestrating Task-Based Discussions in Science. Reston, VA: National Council of Teachers of Mathematics.

Gavin, M.K. & Moylan, K.G. (2012). 7 Steps to High End Learning. Teaching Children Mathematics, 19, 184-192.

National Council of Teachers of Mathematics (NCTM). (2014). Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: Authors.

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for Mathematics. Washington, DC: Authors.

Smith, M.S., & Stein, M.K. (2011). 5 Practices for Orchestrating Productive Mathematics Discussions. Reston, VA: National Council of Teachers of Mathematics.


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Copyright (c) 2017 Rachael Eriksen Brown, Zora Mackiewicz-Wolfe, Susan Tily

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ISSN 2472-5986 (print)
ISSN 2472-601X (online)