Posted on August 21, 2008
Filed Under Math Intervention
July 21, 2008
Exerpts illustrating the value of the multiple intelligence model of instruction with multi-cultural students.
Educating Everybody’s Children: Diverse Teaching Strategies for Diverse Learners
Revised and expanded 2nd edition
Edited by Robert W. Cole
“To a large extent, good teaching–teaching that is engaging, relevant, multicultural, and appealing to a variety of modalities and learning styles-works well with children. The instructional strategies outlined in this chapter reflect a sampling of the most exciting and determined efforts to change the way the United States educates its citizens. These “ideas at work” range in complexity and magnitude. They have a few characteristics in common:
- they tend to be inclusive, not exclusive.
- their activities, techniques, and goals are interactive and interdisciplinary, realistic rather than esoteric.
- possibly most important, they empower students to be actively involved in the processes of their own learning, rather than passively receptive.”
Camelot Learning math intervention curriculum is based on these premises. See www.camelotlearning.com for more detail. Students are active learners, practicing new skills through several modalities, with interpersonal, kinesthetic, intrapersonal and spatial activities in this manipulative rich program. Students in grades 1 – 8 with difficulty learning mathematics through traditional teaching methods demonstrate success in Camelot Learning.
- ASCD Book Review
- Research Based Study Demonstrates the Positive Effects of the Camelot Mathematics Intervention Program on Student Learning
- Camelot Learning: Research Based Math Intervention
- Effective Math Intervention: Closing the Achievement Gap
- Research Based Math Intervention: Theoretical Foundation