What does it look like to "understand" operations with fractions? The Common Core State Standards for Mathematics (CCSSM) uses the term "understand" when describing expectations for students' knowledge related to each of the fraction operations within grades 4 through 6 (CCSSI 2010). Furthermore, CCSSM elaborates that…

Teachers need to monitor students' self-efficacy judgments, as well as their mathematics learning, to provide optimal instruction. First, inaccuracies in self-judgments appear to be a major liability for elementary and middle school children. Classroom practice must cultivate the knowledge to succeed and should nurture the belief that one can…

When it comes to teaching students how to correct errors in mechanics and usage, English composition teachers have a problem in determining what and how to teach. An approach is developing overseas which comes from a type of linguistics called "functional," because it describes how languages work rather than only its forms. A branch that…

A discussion of the use of feedback in process-oriented second language writing instruction focuses on students' need for feedback, the most effective ways of providing it, appropriate timing for feedback, and how students use this information. Literature on feedback in process-oriented writing instruction is reviewed in light of each of these…

Middle school students with learning disabilities were successfully taught the COPS monitoring strategy to revise and correct writing mistakes. Steps in the strategy include capitalization of appropriate letters, overall appearance of paper, punctuation used correctly, and spelling accuracy. (JDD)

A technique used in an advanced French writing class to encourage student self-correction is described. The technique focused on correction of verbs and their tenses; reduction of repetition; appropriate use of "on" and "nous;" and verification of possessive adjectives, negatives, personal pronouns, spelling, and punctuation.…

Emphasizes, and illustrates with examples, the importance of taking classroom time to rectify incorrect student thinking by immediately undoing, or unraveling, students' misconceptions, errors, or misapplications. When this process is cultivated without a judgmental attitude on the part of the teacher, students' confidence is inspired and…