Topic:
Strategic Learning Across the Math Content Area
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As
students enter school and begin to acquire the vast amount of content they need
to be life-long learners, they do not automatically know how to use strategies
that demand critical thinking. Teachers must have the knowledge to be able to
teach students multiple strategies for the purpose of taking tests and
completing assignments. As stated in our text, Brozo, W.G., & Simpson, M.L.
(1999). Readers, teachers, learners: Expanding literacy across the content
areas (3rd Edition). New Jersey: Merrill Prentice Hall, we must
understand the importance and realize the positive relationship that exists
between student-initiated learning strategies and academic performance. These
resources expand on the information that is presented in chaper nine,
"Strategic Learning Across the Content Areas", but additional
information is also provided. Most
of the strategies can be implemented in all areas; however, some are
specifically focused in the area of Math.
·
Introduction
to Teaching Strategies
http://edservices.aea7.k12.ia.us/framework/strategies/index.html#example
As I focused on chapter nine of Brozo,
W.G., & Simpson, M.L. (1999). Readers, teachers, learners: Expanding
literacy across the content areas (3rd Edition). New Jersey:
Merrill Prentice Hall, which emphasizes student initiated training strategies
that will aid a student in content development, I reviewed this site and found
it to be very helpful. It is dedicated to making it easier for teachers to
implement and teach various methods and strategies.
Thirty-two ideas are listed to enhance the process and there are many
good visuals to use. The strategies listed are:
·
AGO:
Aims, Goals, Objectives
Device to get students to focus directly
and deliberately on the intention behind actions.
·
Agree/Disagree
Matrix
To help students organize data to support
a position for or against an idea.
·
Baggage
Claim
Getting to know you, class participation
process
·
Bio-Poem
Getting to know you, class participation
process
·
C
& S: Consequences and Sequel
Crystallization of the process of looking
ahead to see the consequences of some action, plan, decision
·
CAF:
Consider All Factors
Framework for decision making, planning,
drawing conclusions
·
Conduct
and Interview
Template for meaningful, thoughtful
process of gathering information
·
Do
I Really Know It?
A flowchart to confirm clear
understanding of a concept
·
FIP:
First Importance Priorities
Process of picking out the most important
ideas
·
Five
WHYS?
Process of asking why 5 times to detect
the root cause or meaning of a situation
·
Force
Field Analysis
Analysis of pro and con sides of an issue
·
Fussing
with Definition
Strategy to enable students to grasp
difficult, often abstract meanings of vocabulary words
·
Four
Corners
Step-by-Step process for discussion of
issues, without threat
·
Gallery
Walk
Strategy that requires demonstration of
understanding of implications/applications of new learnings
·
How
Do I Learn To Do It?
Six steps for learning something new
·
Jigsaw
II
Cooperative, collaboration strategy
toward a common group goal
·
The
Mind Map
To clarify relationships between concepts
·
OPV:
Other People’s View part 1
Process to look at an issue from another
point of view
·
OPV:
Other People's View part 2
Process to look at an issue from another
point of view
·
PMI:
Plus-Minus-Interesting
Process to evaluate, extend understanding
·
Prepare-Present-Process
Process to present information in a
meaningful way
·
RAFT:
Role, Audience, Format, Topic part 1
Way to incorporate writing into content
area
Group decision making strategy via
reaching a common consensus
Review tool, quick and non-threatening
Process to monitor and validate student
participation
·
Six
Hat Thinking
Sequential steps for group or individual problem solving
·
SQRRR:
Survey, Question, Read, Recite, Review
Study technique used in content area
reading
·
SWOT
Analysis: Strengths, Weaknesses, Opportunities, Threats
Debriefing technique to analysis and improve group functioning
·
TGT:
Teams, Games, Tournaments
Cooperative
strategy for learning content at different levels of proficiency
·
Think-Ink-Pair-Share
Strategy to engage students in thoughtful class participation
·
Think/Pair/Share
Strategy to engage students in thoughtful class participation
·
Venn
Diagram
Visual to aid compare and contrast thinking
Because all students learn differently, educators must be able to
teach students a variety of study methods so they can find the one that best
fits their learning style
·
Classroom Instruction That Works: Research-Based Strategies for
Increasing Student Achievement
http://www.middleweb.com/MWLresources/marzchat1.html
This
web site from the Middle Web Listerv addresses the more than 30 years of
accumulated research that has been synthesized and described in the book Classroom
Instruction That Works: Research-Based Strategies for Increasing Student
Achievement by Marzano, Pickering, and Pollock (ASCD, 2001). Based on a wide
variety of instructional strategies used in grades K-12 in various subjects the
authors have been able to identify nine categories of instructional strategies
proven to improve student achievement, many of which are listed and explained in
Brozo, W.G., &
Simpson, M.L. (1999). Readers, teachers, learners: Expanding literacy across
the content areas (3rd Edition). New Jersey: Merrill Prentice
Hall. The nine include:
1.
Identifying
similarities and differences
2.
Summarizing
and note taking
3.
Reinforcing
effort and providing recognition
4.
Homework
and practice
5.
Representing
knowledge
6.
Learning
groups
7.
Setting
objectives and providing feedback
8.
Generating
and testing hypotheses
9.
Cues,
questions, and advance organizers
Two
of the chapters may be viewed on this site; however, additional information that
has been researched and also a summary of each chapter may found at http://www.cesa7.k12.wi.us/schooolimprove/curriculum.htm
by searching under "Best Practices". Several research-based ideas are
shared to improve study skills.
The ASCD, Association for Curriculum Development, has developed a
Study Guide that is designed to enhance the understanding of Classroom
Instruction That Works. The reflective questions included for each chapter
are designed to enhance the readers understanding of the book and to help make
connections between the text and personal experiences. The on-line study guide
can be viewed at:
http://www.ascd.org/readingroom/studyguides/marzano.html
·
Adapting Mathematics Instruction in
the General Education Classroom for Students with Mathematics Disabilities
http://www.ldonline.org/ld_indepth/math_skills/adapt_cld.html
In
general education classrooms, adaptations and modifications in mathematics
instruction are appropriate for all students, not just students with LD. To
ensure effective instruction, adaptations and modifications for instruction are
necessary in the areas of lesson planning, teaching techniques, formatting
content, adapting media for instruction, and adapting evaluation. This site
contains an article written by Robin H. Lock that addresses how adapting and
modifying instruction for students creates a more positive atmosphere that
encourages students to take risks in problem-solving, which strengthens student
understanding of the concept. The two areas covered include:
1.
HOW CAN GENERAL EDUCATION TEACHERS FACILITATE THE LEARNING OF
MATHEMATICAL SKILLS ?
Ariel
(1992) stresses the need for all students to develop skill in readiness,
computation, and problem-solving skills. In an illustrated provided, he shows
how adaptations and modifications can be implemented to help students succeed in
all three areas.
2.
TECHNIQUES TO ENHANCE MATHEMATICS INSTRUCTION
For
students with math disabilities, effective mathematics instruction is the
difference between mathematics as a paper-and-pencil/right-answer type of task
and an important real-life skill that continues to be used throughout their
lifetime. This section of the article looks at effective instructional
techniques that a teacher can incorporate into the classroom for all learners,
even the learning disabled. Some of these techniques discussed include:
1.
Increasing
instructional time
2.
Using
Effective Instruction
3.
Varying
Group Size
4.
Using
Real-Life Examples
5.
Varying
Reinforcement Styles
·
Study
Guides and Strategies
www.iss.stthomas.edu/studyguides/
This site is a collection of strategies that can be
used to help students make connections between content areas and it also has
some great study guides to help improve study habits. The areas covered include:
2.
Studying
9. Cues,
questions, and advance organizers
Two
areas I thought were especially helpful were the Reading Skills and Math/Science
links. On the Reading Skills link, printouts are available to use with students
to provide visuals for various methods and strategies.
The Math/Science has a link that lists a Math Bibliography that includes
web sites with on-line assistance.
·
Index
to Assessment Strategies and Samples
www.eed.state.ak.us/tls/frameworks/mathsci/ms5_2as1.htm
This site is maintained by the Alaska Department of Education and
Early Development and contains a collection of classroom-based Math/Science
assessment strategies. The site is broken down into twelve portions, with each
portion describing and analyzing a particular type of assessment strategy. The
portions listed are:
A.
Graphic Organizers
http://www.eed.state.ak.us/tls/frameworks/mathsci/ms5_2as1.htm#graphicorganizers
B.
Interviews
http://www.eed.state.ak.us/tls/frameworks/mathsci/ms5_2as1.htm#interviews
C.
Observation
http://www.eed.state.ak.us/tls/frameworks/mathsci/ms5_2as1.htm#observation
D.
Performance Tasks
http://www.eed.state.ak.us/tls/frameworks/mathsci/ms5_2as1.htm#performancetasks
E.
Creative Performances
http://www.eed.state.ak.us/tls/frameworks/mathsci/ms5_2as1.htm#creativeperformancesandexhibitions
F.
Self-and Peer Evaluations
http://www.eed.state.ak.us/tls/frameworks/mathsci/ms5_2as1.htm#selfandpeerevaluations
G.
Journals and Learning Logs
http://www.eed.state.ak.us/tls/frameworks/mathsci/ms5_2as2.htm#journalslearninglogs
H.
Contracts
http://www.eed.state.ak.us/tls/frameworks/mathsci/ms5_2as2.htm#contracts
I.
Familiar Assessments http://www.eed.state.ak.us/tls/frameworks/mathsci/ms5_2as2.htm#familiarassessmenttoolstests
J.
Scoring Guides
http://www.eed.state.ak.us/tls/frameworks/mathsci/ms5_2as2.htm#scoringguides
K.
Portfolios
http://www.eed.state.ak.us/tls/frameworks/mathsci/ms5_2as2.htm#portfolios
L.
Reporting
http://www.eed.state.ak.us/tls/frameworks/mathsci/ms5_2as2.htm#reporting
Although Kentucky has it's own Core Content and Program of Studies
for it's students, the various strategies listed are appropriate and easily
adapted to various grade levels. The "Graphic Organizer" portion
particularly addresses the chapter I am focusing on in chapter nine.
________________________________________________________________________
Bibliography
of Resources for Middle and Secondary Teachers that Facilitate Strategic Learning Across the Math Content Area
Assessment Strategies to Inform Science and
Mathematics Instruction: It's Just Good Teaching by Jennifer Stepanek (June
1997) Northwest
Regional Educational Library
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No
Picture Available Strategies
for Learning and Remembering: Study Skills Across the Curriculum
(Analysis and Action) (April 1993) National Education Association; ISBN:
0810630486
Science and Mathematics for All Students: It's
Just Good Teaching by
Denise Jarrett (April 1997) Northwest Regional Educational Library
by Mary
Ann Rafoth, Linda
Leal, Leonard
Defabo
The Inclusive Classroom: Strategies for Effective Instruction
by Margo
A. Mastropieri
