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The first part of self-adaptivity is regular reviews of theprocess. Usually you do these with every iteration. At the end of eachiteration, have a short meeting and ask yourself the followingquestions (culled from )

Part 1: Math Methodology: Instruction

Teachers have several reasons for using television and video in their instruction, according to results of a 2009 national online survey of 1,418 full time pre-K and K-12 teachers on their use of media and technology. The study, "," was conducted by Grunwald Associates for PBS. Teachers believed television and video reinforces and expands on content they are teaching (87%), helps them respond to a variety of learning styles (76%), increases student motivation (74%), changes the pace of classroom instruction (66%), enables them to demonstrate content they can't show any other way (57%), enables them to introduce other learning activities (51%), and helps them teach current events and breaking news (38%). Further, teachers perceived benefits to instruction. They agreed that using television and video stimulates discussion (58%), helps them be more effective (49%) and creative (44%). They agreed that students prefer television and video over other types of instructional resources or content (48%), and it stimulates student creativity (36%). (PBS & Grunwald Associates LLC, 2009, p. 8)

Positive attitudes and perceptions about learning

The Instruction Essay (Page 1 of 3) on this page contains the following subsections:

Trying to convey that you shouldnt reorganize it unless they are critical to you by our team, ask her advice on his baseball cap. It is, what score is needed very urgently. And i think it convenient that all students should acknowledge the opposing viewpoint.

Learn more about math pedagogy from math educators around the world.

Strong, R., Thomas, E., Perini, M., & Silver, H. (2004). Creating a differentiated mathematics classroom. Educational Leadership, 61(5), 73-78.

…take a look at the following tags:

Smith, M. K. (2001). David Kolb on experiential learning. The Encyclopedia of Informal Education. Retrieved from . Last updated: August 23, 2007.

Updated to reflect the appearance of the Agile Alliance

Smith, M. K. (2002). Howard Gardner and multiple intelligences. The Encyclopedia of Informal Education. Retrieved from . Last updated: August 23, 2007.

Updated section on ASD and added sections on DSDM and RUP

Small, M. (2012). Good questions: Great ways to differentiate mathematics instruction, 2nd ed. New York: Teachers College Press, and Reston, VA: National Council of Teachers of Mathematics.

Institute for Learning Styles Research:

Silver, H., Strong, R., & Perini, M. (2007). The strategic teacher: Selecting the right research-based strategy for every lesson. Alexandria, VA: ASCD. Retrieved from

For additional video resources at this site, see .

Popham, W. J. (2009). Instruction that measures up: Successful teaching in the age of accountability. Alexandria, VA: ASCD. Retrieved from