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Effective Instruction in the Secondary Mathematics Classroom

Effective Instruction in the Secondary Mathematics Classroom. ACT/ESL Summer Institute Michael Bolling Instructional Specialist for Mathematics June 18, 2009. Get to know your kids!. Find out where your students are from. Visit their native region using Google Earth.

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Effective Instruction in the Secondary Mathematics Classroom

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  1. Effective Instruction in the Secondary Mathematics Classroom ACT/ESL Summer Institute Michael Bolling Instructional Specialist for Mathematics June 18, 2009

  2. Get to know your kids! • Find out where your students are from. • Visit their native region using Google Earth. • Let them share information with the class about the region. • Develop a mathematics problem in their native region.

  3. Learning Problems that Impact Students in Mathematics • Not just students with disabilities • Know their underlying issues, not just their symptoms and accomodations • Check their IEP • Talk to them

  4. 37 30 40 Conceptual vs. Procedural Round 37 to the nearest ten. Conceptual What tens number is 37 close to? Procedural If this digit is 5 or more make the underlined digit one more. If this digit is less than 5 keep the underlined digit the same. 37 Rounding

  5. Conceptual vs. Procedural Procedural Conceptual 3 4 A= l x w P = 2(l + w) Area and Perimeter

  6. It takes 6 sixths to make a whole, so it’s 1 whole with 1 sixth left over… 1 1/6 Conceptual vs. Procedural Change 7/6 to a mixed number. Fractions Conceptual: • Procedural: • Divide the numerator by the denominator. • Write the quotient as the whole number. Write the remainder as the numerator. Use the same denominator. • 7  6 = 1 R1 … 1 1/6

  7. x x x x Algebra 2 packages of cookies and 6 extras 2x + 6 Concept Procedure 2(x + 3)

  8. Concept Relationships Big Ideas Understanding Metacognitive strategies Procedure Skills Step by step algorithms Conventions (agreed upon rules or definitions) Rote learning Concept or Procedure?

  9. Vocabulary Development • Clarity and precision • Modified Fraher Model • Vocabulary cards • Interactive notebooks • Cognates • Beware of key words • Connect to prior knowledge

  10. Clarity and Precision Be aware of your spoken and written words • “goes into” or “divided by” • “3 over 4” or “three fourths” • “cancel” or “simplify” • “3 point 4” or “3 and 4 tenths”

  11. Definition Vocabulary Word Modified Frayer Model My Definition Characteristics Formal Definition Examples Non - Examples

  12. Vocabulary Cards • Words • Pictures • Examples • Highlighting • Grouping by big ideas

  13. Interactive Notebooks • Left side is the teacher side • Notes • Definitions • Examples • Right side is the student side • Reflections • Pictures • Examples • Solutions

  14. Cognates • Cognates are words that are very similar to words in another language • Translations available at www.appliedlanguage.com

  15. Watch out for “key words” Is doesn’t always mean “equal”. More doesn’t always mean “add”.

  16. Connecting to Prior Knowledge • Informal observation/assessment • Background information • Notation/alternative algorithms

  17. Informal Assessment/Error Analysis • Be a watcher/observer • Watch for error patterns in student work • Notice alternate algorithms

  18. Communication – Oral and Written • Journaling/Diaries • Graphic organizers • Think-pair-share • Justification

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