LAC Session_Workshop_CALMADAMBA_TIWI - Revised.pptx

LAC Session

1. IDENTIFYING DIFFERENT STRATEGIES TO ADDRESS COMMON MATH DIFFICULTIES IN GRADES 1 TO 10 MARIA BIDA A. CALMADA Master Teacher 1 Tiwi Central School Tiwi District

2. 1.Identify and discuss the different strategies to address common math difficulties. 2. Apply the different strategies to improve the level in Mathematics along least learned skills.

3. ACTIVITY: Let Me Share Through KWL Different strategies in addressing common Math difficulties. What you KNOW What you WANT TO KNOW What you LEARNED Pink meta-strip Light Green meta-strip Light Blue meta-strip

4. EXPLICIT INSTRUCTION

5. Essential Ingredients of Explicit Instruction A clear goal Some show and tell Plenty of practice

6. When you adopt explicit teaching practices, you are clearly showing your students what to do and how to do it. You are not relying on students to construct this information for themselves.

7. A teacher decides on a learning intention for a class and sets specific, transparent success criteria. These criteria are shared with students and explained in detail.

8. The teacher clearly shows students what to do and how to do it through a clear physical demonstration.

9. The teacher checks for student understanding periodically. At the end of the lesson, the teacher will revisit what was covered to summarize understanding and learning.

10. In the content of an ongoing task or assessment, students are provided with all the information they need to complete this independently.

11. Systematic Instruction

12. Examples: make it hands on use visuals and images find opportunities to differentiate learning ask students to explain their ideas incorporate storytelling to make connections to real-word show and tell new concepts know the student regularly how they’re doing

13. Visual Representation, Such As Manipulatives, Pictures and Graphs

14. Examples of VRs: graphing data placing numbers in a line drawing out a word problem

15. Pictures help students see Mathematical ideas, which aids understanding. It facilitates higher-level thinking that enables communication and helps people see the creativity in Mathematics.

16. A powerful way for students to access abstract Math ideas. Drawing a situation, graphing lists of data, or placing numbers on a number line all help to make abstract concepts more concrete, whether done online or offline.

17. Peer Assisted Instruction

18. Peer teaching …… enhances level of creativity uplift knowledge limit greater level of understanding feeling at ease with peer allows to concentrate better on tasks starts questioning own doubts improve critical thinking

19. Formative Assessment

20. 4 Formative Practices every teachers needs Activity Learners 2. Clarifying Learning 3. Eliciting Evidence 4. Providing Feedback

21. 2 Main Purposes of Formative Assessment 1.providing information about students' learning to teachers and administrators in order to guide them in designing instruction 2. providing feedback to students about their progress in order to help them

22. Games and Puzzle

23. Examples of Game and Puzzle: Brain Teasers Tangram Join the Dots Turn the Fish/Matchstick puzzle Sudoku Math Crosswords Puzzle/Number puzzle Perimeter Magic Triangle

24. Examples of Game and Puzzle: Magic Square Domino Puzzle Board Math Riddles Math Problem Search Guessing Games

25. Instructions: Every participant should be able to modify or adopt the Daily Lesson Plan applying the different strategies in teaching Mathematics. 2. Select Mathematics least learned competency based on the ALNAT or Summative results in your respective grade level and prepare a daily lesson plan.

26. Instructions: Crafting of Daily Lesson Plan applying different strategies to address common Math difficulties for Demo Teachers and 0 to 3 years in service teachers 2. Crafting Daily Lesson Log for classroom teachers.

27. Presentation of Outputs

28. Insights/ Discoveries/ Lesson Learned As Teacher …………. I learned that ________________________________________ I discovered that _____________________________________ I realized that _______________________________________

29. “MATHEMATICS is not about numbers, equations, computations, or algorithms. It is about UNDERSTANDING.” -William Paul Thurstan-