Affective+or+Environment

media type="custom" key="5894341" flat

toc =Affective or Environment= Author Carol Ann Tomlinson offers the learning environment as a fourth way to differentiate. She suggests that the learning environment is the “weather” of a classroom and includes the classroom’s operation and tone. Class rules, furniture arrangement, lighting, procedures, and processes all affect the classroom’s mood.

> Carol Ann Tomlinson on Seizing Opportunities > The author of "Differentiated Instruction in the Classroom", and the inspiration for this wiki, recalls an opportunity missed in the grade seven classroom and how it emphasizes the importance of "building bridges" with students.
 * media type="custom" key="8250948"


 * [] (Article from Educational Leadership - What Students Need to Learn: Relating to Students - It's What You Do That Counts)

>>
 * Consider reading this executive summary with differentiated instruction within classrooms and in schools in mind. Also, think about considering how instructional strategies seem to be more effective when relationships are strong. Conversely, consider how a weak or negative relationship will mute or even negate the benefits of even the most effective instructional strategies. It seemed to me that helping to build a culture of integrity is also a way to help differentiate instruction through the learning environment. As a result, I have highlighted the executive summary here:
 * [[file:School (and Classroom) Practices That Balance Academic Rigor with Attention to Ethical Development.doc]]

How to Teach Math as a Cooperative (Social) Activity
A teacher in Anchorage, Alaska, establishes a cooperative-learning environment in an upper-elementary classroom. //[|More to this story].// media type="custom" key="8250990"

National Council of Teachers of Mathematics
[|Learning Environments That Support Mathematical Understanding]

Motivation Matters and Interest Counts: Fostering Engagement in Mathematics Motivation is an issue for every teacher, but it is particularly critical to math teachers who face daunting obstacles to engaging students in challenging math and helping them realize their potential. NCTM’s timely book //Motivation Matters and Interest Counts: Fostering Engagement in Mathematics// gives an account of the entire body of research on motivation in mathematical education, written in an approachable language so that teachers can apply it in their classrooms. Learn more… A related title to consider as well: Motivation and Disposition: Pathways to Learning Mathematics - 73rd Yearbook (2011).
 * [[image:http://iem.nctm.org/admin/temp/newsletters/969/13787.jpg width="98" height="140" align="left" link="@http://iem.nctm.org/link.php?M=794111&N=925&L=3446&F=H"]] Book on Motivation: Learn How to Engage All Your Students**

Navigating Classroom Change //Lindsay M. Umbeck// A renegotiated classroom culture results in students learning to participate in new ways.

Journals

 * [[file:Affective or Attitudinal Math Journal Writing Prompts.pdf]]
 * If math were a food, what would it taste like? @http://math.about.com/b/2009/02/21/attitudes-about-math.htm

Surveys
Creating an Attitude Survey

Attitude surveys used in other jurisdictions:
 * [[file:Primary Numeracy Attitudes & Disposition Survey from Surrey, BC.pdf]]
 * [[file:Intermediate Math Attitude Survey from Surrey, BC.pdf]] [[file:Intermediate Math Attitude Survey from Surrey, BC.doc]]
 * [[file:Primary Teacher Numeracy Attitudes & Disposition Survey from Surrey, BC.pdf]]
 * [[file:Parent Math Attitude Survey from Surrey, BC.pdf]] [[file:Parent Math Attitude Survey from Surrey, BC.doc]]