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	<title>Teach Effectively! &#187; Arithmetic and mathematics</title>
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	<description>Evidence-based teaching methods for helping students who are at risk for school failure or who have disabilities.</description>
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		<title>Engelmann explains</title>
		<link>http://TeachEffectively.com/2009/07/30/engelmann-explains/</link>
		<comments>http://TeachEffectively.com/2009/07/30/engelmann-explains/#comments</comments>
		<pubDate>Thu, 30 Jul 2009 11:20:17 +0000</pubDate>
		<dc:creator>JohnL</dc:creator>
				<category><![CDATA[Administration]]></category>
		<category><![CDATA[Arithmetic and mathematics]]></category>
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		<guid isPermaLink="false">http://TeachEffectively.com/?p=983</guid>
		<description><![CDATA[Zig Engelmann, progenitor of Direct Instruction (DI), has posted a video of a talk he gave earlier this month. The presentation is an explication of the underlying principles of DI, &#8220;Theory of Direct Instruction.&#8221;
In the presentation (video below the jump), Mr. Engelmann shows some of his chops from his undergraduate degree in philosophy. He starts [...]]]></description>
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		<title>Calculated answer</title>
		<link>http://TeachEffectively.com/2009/04/21/calculated-answer/</link>
		<comments>http://TeachEffectively.com/2009/04/21/calculated-answer/#comments</comments>
		<pubDate>Tue, 21 Apr 2009 14:12:10 +0000</pubDate>
		<dc:creator>JohnL</dc:creator>
				<category><![CDATA[Arithmetic and mathematics]]></category>
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		<category><![CDATA[professional development]]></category>

		<guid isPermaLink="false">http://TeachEffectively.com/?p=856</guid>
		<description><![CDATA[Joanne Jacobs covered a story about a professional development consultant advising a teacher to dodge a question about whether introducing calculators will hinder students&#8217; acquisition of basic computation skills. There&#8217;s video! With transcription by Wayne Bishop, one of Teach Effectively&#8217;s Much Admired Folx, the inanity of the consultant&#8217;s response becomes quite clear. If the presenter [...]]]></description>
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		<slash:comments>1</slash:comments>
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		<title>Monitoring progress&#8211;resources</title>
		<link>http://TeachEffectively.com/2009/04/09/monitoring-progress-resources/</link>
		<comments>http://TeachEffectively.com/2009/04/09/monitoring-progress-resources/#comments</comments>
		<pubDate>Thu, 09 Apr 2009 19:08:39 +0000</pubDate>
		<dc:creator>JohnL</dc:creator>
				<category><![CDATA[Administration]]></category>
		<category><![CDATA[Arithmetic and mathematics]]></category>
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		<guid isPermaLink="false">http://TeachEffectively.com/?p=826</guid>
		<description><![CDATA[Over on Reading Rockets Kathleen McLane has an entry about monitoring progress that&#8217;s got a good intro and some valuable links. Take a look at it. There&#8217;s also video about progress monitoring in action, a link to a Web cast featuring Roland Good, Mary Ruth Coleman, and Michael C. McKenna discussing assessment including progress  [...]]]></description>
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		<title>Keep or sweep?</title>
		<link>http://TeachEffectively.com/2009/03/11/keep-or-sweep/</link>
		<comments>http://TeachEffectively.com/2009/03/11/keep-or-sweep/#comments</comments>
		<pubDate>Wed, 11 Mar 2009 11:07:59 +0000</pubDate>
		<dc:creator>JohnL</dc:creator>
				<category><![CDATA[Administration]]></category>
		<category><![CDATA[Arithmetic and mathematics]]></category>
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		<guid isPermaLink="false">http://TeachEffectively.com/?p=787</guid>
		<description><![CDATA[In &#8220;Schools to Retain Controversial Math Curriculum&#8221; Michael Birmbaum reported that a local education agency has elected to continue teaching arithmetic using a curriculum that has minimal evidence of effectiveness. Mr. Birmbaum, who works for the Washington (DC, US) Post, wrote about the decision by the school system of a county that is in neighboring [...]]]></description>
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