Teaching Mathematics Content Through Explicit Teaching New.pptx

Teaching Mathematics Content Through Explicit Teaching New.pptx

1. TEACHING MATHEMATICS CONTENT THROUGH EXPLICIT TEACHING

2. Objectives Describe explicit instruction as a strategy in teaching Mathematics content. Show how explicit instruction is implemented as an approach to teaching mathematics Design an instructional plan using explicit instruction .

3. 10:15

4. 15:25

5. 25:10

6. 25:50

7. 2:3:5

8. Problem: The ratio of red chips to blue chips is 2 : 3 . How many red chips would there be if there are 12 blue chips?

9. 2:3 6:9 12:18 =

10. EXPLICIT INSTRUCTION

11. Principles of Explicit Instruction Optimizes engaged time/time on task. Promotes high levels of success. Increases content coverage. Have students spend more time in instructional groups. Scaffolds instruction. Addresses different forms of knowledge.

12. Basic Attributes of Explicit Instruction

13. Explicit instruction/ direct explanation - is the purposeful explanation of the lesson objective ( s ) and assessment tool ( s ) . Teacher lets the students connect to prior knowledge and experiences .

14. Modeling - is the act of demonstrating skills/ strategies, concepts using metacognitive strategies.

15. Guided Practice - is a teacher – led opportunity for students to practice / reinforce the skill, strategy. Teacher monitors student’s understanding by providing corrective feedback.

16. Independent Practice/ Application - is independent practice of the skill, strategy or concept that was just practiced. It takes the form of learning area work.

17. Lesson Delivery Explicit Instruction How will I focus my students on what they need to learn? Modeled Instruction How will I show my students what they are expected to do? Guided Practice How will I help my students practice? How will I incorporate collaborative structures? Independent Practice How will my students become independent learners?

18. Attribute 1: EXPLICIT instruction State objective, desired outcome . Today, we are going to …….. Explain why This is why the skill is important . . . Share assessment tool How will I know you’ve learned it?

19. Attribute 1: explicit instruction Choose language that is clear, precise, and student friendly Make direct connection to previously learned material Pre – teach any pertinent vocabulary

20. Attribute 2: Modeling the “I Do ” Piece Show students how to achieve the objective. Demonstrate: Use metacognitive strategies Limit language, speak clearly make contact with students ( Check engagement) Show how students will demonstrate proficiency Provide and analyze examples of exemplary and / or non – exemplary pieces

21. Modeling (I Do) Teacher Behavior: Initiates Models Explains Thinks aloud Shows how to do it Learner Behavior: Listens Observes Creates an example based on teacher model

22. Attribute 3 : Guided Practice Practice - has to parallel what you modeled Monitoring - walk around or listen for participation of students - use various methods to assess mastery

23. Attribute 3 : Guided Practice Discussion - additional discussion/ instruction may be needed when teacher observes poor student comprehension. Extra Practice - once the teacher has provided additional instruction, he/she should also provide time for additional guided practice .

24. Guided Practice Teacher Behaviors Demonstrates Leads Suggests Explains Responds Acknowledges Answers Questions Student Behaviors Listens Interacts Questions Collaborates Responds Tries out Participates

25. Attribute 4 : Independent “ You Do ” Piece Provide students with time to practice independently The practice should be parallel to the skill modeled Circulate to monitor individual assist student/ pair/ group

26. Independent Student Behavior Applies learning Takes charge Practices Solve problem Approximates Self-corrects Teacher Behavior Scaffolds Validates Teaches as needed Evaluates Observes Encourages Clarifies Confirms Coaches

27. Scaffolding of Learning Teacher responsibility Student responsibility

28. LESSON PLANNING Ready to learn Children are sitting down quietly - Sitting in correct spot Eyes on the board and teacher Warm Up Tune students into the subject Review previous learning Fluency drills Spaced practice of prior learning Learning Intention

29. Learning Intention State learning outcome / WALT (what are we learning today) WILF (what am I looking for) Write and read learning outcome - What will success look like? Lesson Importance Check for Understanding (CFU) Activate Prior Knowledge CFU Why are we learning this? Call on non‐volunteers Place new knowledge, skill, strategy in the context of what students already know  Review any required sub‐skills

30. I DO Explain the knowledge, strategy or rule - Model the steps, process, skill - Think aloud - Check for understanding (non volunteers)

31. WE DO Guided practice as you work through the examples step by step with the children - Check for understanding at each point - Unison oral responses, pair and share, individual work - If possible, begin with easier and progress to harder examples as students begin to demonstrate the knowledge, rule or strategy - Extend more able students and provide additional examples for weaker students

32. YOU DO  After students have achieved success during guided practice, test their knowledge. - This can include differentiated activities for individual student needs Review critical content (Plough back) Review lesson, “in this lesson we have learned about...” have students demonstrated the knowledge, rule or strategy? - Review the steps, process, knowledge Closure CLOSURE What are we learning next? How does this knowledge fit with what we are learning next

33. Using the Curriculum Guide for Mathematics Grades 4-6 , choose one competency from your learning area and develop an activity/ ies for the lesson/session using explicit instruction.

34. Content/Competency/ cies covered Sample Problem To do for “I do” To do for “ We do” To do for “You do” Mathematics Worksheet

35. “ The only way to learn Mathematics is to do Mathematics

36. Thank you!