Embedded Files
Pulling Things Together
Pulling Things Together
Research Based Best Practices
Research Based Best Practices
- Teach students using explicit instruction on a regular basis.
- Teach students using multiple instructional examples.
- Have students verbalize decisions and solutions to a math problem.
- Teach students to visually represent the information in the math problem.
- Teach students to solve problems using multiple/heuristic strategies.
- Provide ongoing formative assessment data and feedback to teachers.
- Provide peer-assisted instruction to students.
Characteristics of Students with learning difficulties in mathematics
Characteristics of Students with learning difficulties in mathematics
- Demonstrate slow or inaccurate recall of basic arithmetic facts
- Answer problems impulsively, without inhibition
- Have difficulty representing mathematical concepts mentally
- Have poorly developed number sense
- Have difficulty keeping information in their working memory
Research based best practice strategies for students experiencing difficulties in Math
Research based best practice strategies for students experiencing difficulties in Math
- Use of structured peer assisted learning activities
- Systematic and expliciti instruction using visual representations
- Modifying instruction based on data from formative assessments
- Provide opportunities for students to think aloud while they work
https://intensiveintervention.org/resource/what-should-we-consider-when-teaching-students-math-difficulty
Assessment in Mathematics - "Students need endless feedback versus endless teaching."
Assessment in Mathematics - "Students need endless feedback versus endless teaching."
Formative vs Summative
Formative assessment is when the cook tastes the soup as she is preparing it.
Summative assessment is when the guests taste the soup.
Types of Formative Assessment
- Observation
- Discussion & Questioning
- Exit Slips
- White Boards
- Journals
- Organizers and Visusls
- Think Pair Share
- Technology Tools - https://www.edutopia.org/blog/5-fast-formative-assessment-tools-vicki-davis
Sharing of current events
Sharing of current events
The answer to the question "Why are we learning this?" is built into authentic experiences and tasks, in which students learn and do things that real people outside of school learn and do. Authentic experiences are generally more challenging and engaging for students, and the resulting learning is better remembered and more readily transferred to new situations.
Teaching Lessons - Questioning
Teaching Lessons - Questioning
Shellard and Moyer (2002) identify three critical components: “Teaching for conceptual understanding, developing children’s procedural literacy, and promoting strategic competence through meaningful problem-solving investigations.”
Find a balance between procedural and Conceptual.
A mathematics lesson cannot succeed if the other elements of teaching—classroom management, a logical progression of lessons, an effective use of assessment, and time management—are not in place.
In effective classrooms, teachers:
Demonstrate acceptance of students’ divergent ideas.
Influence learning by posing challenging and interesting questions.
Project a positive attitude about mathematics and about students’ ability to “do” mathematics.
Effective instructional techniques include:
Students are actively engaged in doing mathematics.
Students are solving challenging problems.
Interdisciplinary connections and examples are used to teach mathematics.
Students are sharing their mathematical ideas while working in pairs and groups.
Students are provided with a variety of opportunities to communicate mathematically.
Students are using manipulatives and other tools.
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