Strategies
Time - 4 hours
Embedded Files
mysimpleshow_Strategies_and_Algorithms.mp4Strategy and algorithm: What's the difference?
Strategy and algorithm: What's the difference?
Click on the video on the left to learn the difference between a strategy and an algorithm.
Video made with My Simple Show.In this section of the module, draw your focus on the following three HLPs:
12--Systematically design instruction toward a specific learning goal
15--Provided scaffolded supports
Click on the HLP listed above for a video on that HLP (for #12 and #16) from highleveragepractices.org.
Don't forget to use your SMP, MTP, HLP Handout as a reference while you work on this section!
Watch this introductory video to the High Leverage Practices in Special Education from the Council for Exceptional Children to get an overview of the HLPs.
Strategies for Multiplication and Division
Note: Some of the videos below were created by Mark Helton at CKEC while others are from YouTube or from Education Unboxed (via Vimeo).Strategies for Multiplication and Division
Reflection Questions
Reflection Questions
As you watch the video for each strategy, consider:
Which of the 8 Mathematics teaching practices might be important to focus on while teaching this strategy?
Of the 8 Standards for Mathematical Practice, which of them might you work to develop in your students as they learn that strategy?
Area Model for Multiplication and Division with Algebra Connections.mp4Development of Area Model (from Concrete to Abstract)
Partial Products
Standard algorithm for multiplication with Cuisenaire Rods
from Education Unboxed
Doubling and Halving Strategy.mp4Doubling and Halving
Partial Quotients.mp4Partial Quotients
Explicit Trade Method
Standard algorithm for division with Cuisenaire Rods
from Education UnboxedTeaching Strategies to Students
Teaching Strategies to Students
Explicit Instruction--Teaching a Strategy.mp4Explicit Instruction
Explicit Instruction
"Explicit Instruction is an unambiguous and direct approach to teaching that incorporates instruction design and delivery." (Archer & Hughes, 2011). It is backed by over 40 years of research and capitalizes on 16 elements to maximize its effect.
Learning Activity: Overview of Explicit Strategy Instruction Video
Learning Activity: Overview of Explicit Strategy Instruction Video
Watch the video at the right.
Pick one of the strategies you learned about in this section and design a lesson (or series of lessons) for that strategy using Explicit Instruction.
What might that strategy instruction look like using Concrete, Semi-Concrete, and Abstract representations?
What might be some of the misconceptions you anticipate your students having with that strategy? How could you pre-correct those errors before they occur?
Learning Activity: 16 Elements of Explicit Instruction Jamboard.
Learning Activity: 16 Elements of Explicit Instruction Jamboard.
Click to make a copy of the Jamboard.
On slide 1 of the Jamboard, sort the 16 elements into the four categories of Content, Design, Delivery, and Practice. (Note: there will be different numbers of elements for each category.)
Check your thinking with slide 2 of the Jamboard.
Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications.
Website Exploration
Website Exploration
Visit www.explicitinstruction.org. Watch some of the videos and explore some of the resources on the site.
What from this site might you want to revisit and learn more about?
Addressing Misconceptions
Addressing Misconceptions
Click to see an examples of Annotated Student Work from Achieve.
After reviewing these examples, go to Addressing Misconceptions Teacher Shared Slides. This set of Google slides is shared by all participants who work through this module.
Slide 2 provides directions.
Your learning activity is to give a task around multiplication and/or division to your students. Collect the work and select a piece of student work to share with others on the slides. Be sure that you Do NOT include any student personally identifiable information (name, picture/image, voice, SSID, school, etc.).
Each participant will select an empty slide to work on.
Insert a copy of the student work on one side of the slide. On the other side of the slide, you will annotate the work (as in the examples from Annotated Student Work), being sure to note any misconceptions or common errors noticed. Then record how you plan to address the misconceptions you identified in the Notes Section below the slide.
Finally, look at slides others have made and insert comments. This is a way for participants to connect with each other and learn from one another in an asynchronous environment.
Click on the link above to complete the Exit Slip for this section of the training. After you submit the form, you will be sent a PD certificate for 4 hours of learning. The certificate will come from Certify'Em. Please check your clutter and junk folders if it doesn't appear in your Inbox. If you don't receive a certificate within 24 hours, please email kimberly.snowball@nkces.org.
Click on the link above to complete the Exit Slip for this section of the training. After you submit the form, you will be sent a PD certificate for 4 hours of learning. The certificate will come from Certify'Em. Please check your clutter and junk folders if it doesn't appear in your Inbox. If you don't receive a certificate within 24 hours, please email kimberly.snowball@nkces.org.
Continue to the next page for the Coaching Resources!
Continue to the next page for the Coaching Resources!
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