1 / 27

Teaching Strategies for Logical-Mathematical Learners

Teaching Strategies for Logical-Mathematical Learners. Logic Smart. Student Learns Through : Logic Reasoning Problem Solving Good For Students Who : Enjoy math and puzzles. Classroom Examples Teaching grammar through: -scientific thinking , equations

niveditha
Télécharger la présentation

Teaching Strategies for Logical-Mathematical Learners

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Teaching Strategies for Logical-Mathematical Learners

  2. Logic Smart • Student Learns Through: • Logic • Reasoning • Problem Solving • Good For Students Who: • Enjoy math and puzzles • Classroom Examples • Teaching grammar through: • -scientific thinking , equations • Making theories/inferences about language and culture • Pattern Recognition • Story Problems • Crossword puzzles

  3. Teaching Grammar Through Scientific Thinking • Steps of scientific thinking: • 1. Hypothesis (educated guess to explain something) • 2. Test (collect data) • 3. Refine theory?

  4. Teaching Grammar Through Scientific Thinking Have students look at examples of the grammar rule in action Have students guess the rule/pattern (on their own) Show students additional examples and ask guiding questions Teacher explains the grammar rule

  5. Teaching Grammar Through Scientific Thinking • Example: Progressive Tense • (used to talk about ongoing actions) • 1. I am talking. • 2. We are listening. • 3. You are eating. • 4. They are writing. • Guiding Questions • -What is the first verb in all of the sentences? • -How is the last verb in every sentence similar? • -What is a suffix? • -What do you think the suffix “ing” represents?

  6. Teaching Grammar Through Scientific Thinking • Example: Progressive Tense • (used to talk about ongoing actions) • 1. I am talking. • 2. We are listening. • 3. You are eating. • 4. They are writing. • Guiding Questions • -What is the first verb in all of the sentences? • -How is the last verb in every sentence similar? • -What is a suffix? • -What do you think the suffix “ing” represents?

  7. Teaching Grammar Through Equations • Present grammar rules like equations • “Make+a+noun” instead of a simple verb • -Example: “make a mistake” rather than • “to mistake”

  8. Teaching Grammar Through Equations • For each simple verb, use the formula to practice: • “Make+a+noun” • To suggest make a suggestion • To decide __________________ • To contribute __________________

  9. Pattern Recognition • Which word does NOT belong? • Tea Coffee Rice Water • Desk Pillow Folder Notebook • Intelligent Jump Run Skate • Recover Heal Revive Deteriorate

  10. Pattern Recognition • Match each word to its category. • 1. Potato A. Meat • 2. Pork B. Fruit • 3. Milk C. Vegetable • 4. Watermelon D. Drink

  11. Series of Actions • Driving a Car: Put the steps in order • Put your seatbelt on • Open the car door • Start the car • Sit in the car • Drive away

  12. Series of Actions Write the steps needed to: -Make a cup of tea -Write an email or text message -Take a picture

  13. Information Gaps: Dictation • Scaffolding: give choices until students can do this on their own • Use logic to choose the correct word • Do you sometimes see a piece of ______________ like a candy wrapper on the ground? • ( litter , liter )

  14. Information Gaps: Dictation Littering is a problem all over the _____________. ( word , world ) Most of us prefer to live in a __________ place, so why do we litter? ( dream , clean )

  15. Making Inferences: What happened?

  16. Verb puzzles

  17. Crosswords A pink and green fruit with black seeds (10) 2. A white vegetable eaten in salads and with rice (5)

  18. Construct a Dialogue Use the words below to construct a dialogue between a mother and a child. Try to use every word. Put away A nap Toys Not sleepy

  19. Construct a Dialogue Use the words below to construct a dialogue between a sick person and a doctor. You do not need to use every word. Hurt Fever Pain Medication Ache Temperature Stomach Head

  20. Construct a Dialogue • Other possible situations: • At a bank • In a store • At a restaurant • In a taxi • At a bus station

  21. Reading: Story Problems Maria and her daughter walk to the store to buy apples so that they can make a pie for dessert. Maria has 4 dollars in her pocket. The cashier tells her that she can buy 4 apples for 1 dollar. How many apples can Maria buy?

  22. Reading: Charts and Graphs

  23. Classroom Tips • When reading longer passages, choose texts with an underlying logic puzzle. • -Example: Monkey Math

  24. Monkey Math Once there was a man who loved monkeys. He kept many monkeys at home as pets. However, it was very expensive to keep the monkeys because they required lots of bananas and fresh fruit.

  25. Monkey Math One day he made a proposal to them. He said, “Dear friends, I am getting poor now. I can only give you three bananas in the morning, and four bananas at night.” The monkeys protested. They said, “No! We need more bananas! We like bananas!”

  26. Monkey Math The man pretended to think very hard. Then he said, “Ok, I will sacrifice. How about four bananas in the morning and three at night?” The monkeys thought it was a good deal. They gladly accepted the second proposal. That is what we call monkey math.

  27. Board Games

More Related