1. CMM Math Review Study the following to Review for the Final May 6, 10:30 Room 204

2. Learning Theories Constructivist Direct Instruction / Objectivist Bloom’s Taxonomy 5E Lesson

3. Constructivist O Understand the characteristics of Constructivism and know examples of the application in the classroom. Behaviorist O Understand the characteristics of Behaviorism and know examples of the application in the classroom.

4. Bloom’s Taxonomy O Understand the 6 levels of Bloom’s Taxonomy and how they apply to lesson planning and questioning medicine.ukzn.ac.za

5. Bloom’s Learning Domains O Cognitive O Affective O Psychomotor http://www.icomproductions.ca/ Define and apply the following terms:

6. 5E Lesson Model O Know the 5E’s and examples of each. O Engage O Explore O Explain O Elaborate O Evaluate

7. Constructivist Theory provides the best directions for teachers of special students. Pay careful attention to the child & how she learns. Design instruction, not content, that maximizes the strengths of the child while minimizing the impact of weaknesses.

8. Multicultural & social equity Research repeatedly shows that African American, Hispanic, and Native American children & children from homes with low socioeconomic status do poorly in mathematics. Students in at-risk populations are not getting the same access to quality teachers, resources, technology, & curriculum.

9. Learning Disabilities O Students with learning disabilities have very specific problems with perceptual or cognitive processing. These problems may affect memory or the ability to: 1. Speak or express ideas in writing, 2. Perceive auditory or written information, 3. Integrate abstract ideas.

10. Intellectual Disabilities O Intellectual disabilities are generally identified as IQ scores between 50-70. O This limits the kind and degree of mathematical reasoning such children can perform. O Severely disabled children are generally best served in a special classroom, but are also likely to be present in the regular classroom.

11. Adaptations for perceptual deficits Some perceptual problems are visual & others auditory. All involve confusion of input in one way or another. O Give the child preferential seating O When using visuals, show only one main idea or problem at a time O Maintain a classroom environment where only one person talks at a time O Design worksheet pages for the child O Provide templates to block out all but one problem at a time O Use centimeter graph paper – write one digit per square O Use headphones to explain material O Assign a buddy to repeat directions

12. Adaptations for integrative deficits Children with integrative deficits have difficulty with abstract ideas & conceptualization. O Use familiar physical models as long as needed O Have students use written & oral expression to tell what they do O Require explanations so that students can make a connection to new ideas O Repetition! O Restate word problems in their own words O Peer teaching O Use multiple representations such as words, symbols, drawings, etc.

13. Adaptations for attention deficits ADD or ADHD students have chronic difficulties with attention span, impulse control, & sometimes hyperactivity. O Establish clear routines O Make expectations and consequences clear O Avoid lengthy periods of silent seat work O Independent practice should be done in an environment free of distractions O Highlight key ideas in text O Keep assignments short. Plan smaller subtasks within projects O Assign a buddy for a separate group of two – avoid cooperative groups of 3 or more

14. Touch Math O Be able to give steps of using Touch Math O Be able to identify learning disabilities that can benefit from using Touch Math

15. Treatments for Math Anxiety O Know ideas for responding to math anxiety in the short term – researched ideas, not just your own O http://www.math.com/students/advice/anxiety.ht ml http://www.math.com/students/advice/anxiety.ht ml O http://magazine.good.is/articles/a-fix-for-math- anxiety-might-be-in-your-head http://magazine.good.is/articles/a-fix-for-math- anxiety-might-be-in-your-head O Know ideas for planning long term strategies for alleviating math anxiety (building math confidence) – again find the ideas that have a research basis O http://littlescholarsllc.wordpress.com/2011/07/ 08/5-strategies-to-build-math-confidence/ http://littlescholarsllc.wordpress.com/2011/07/ 08/5-strategies-to-build-math-confidence/

16. Problem Solving Strategies O use or draw a picture O look for a pattern O write a number sentence O use actions (operations) such as add, subtract, multiply, divide O make or use a table O make or use a list O work a simpler problem O work backwards to solve a problem O act out the situation

17. Strategies for the Basic Facts O Facts with Zero O Count-Ons (Addend of 1, 2, or 3) - Also called One-More-Than & Two-More-Than O Doubles O Doubles +1 – Also called Near-Doubles

18. Strategies for the Basic Facts (continued) O Make Ten (3+7, 4+6, etc.) O Make Ten, Add Extra (7+5, 8+4, etc.) O Magic Nines

19. Avoid Premature Drill As long as a strategy is completely mental & does not rely on a model, picture, or tedious counting, repeated use of the strategy will almost certainly render it automatic.

20. The Hundreds Chart O The hundreds chart is an important tool in the development of place-value concept. O K-2 classrooms should have a hundreds chart prominently displayed. Review your hundreds chart and know the vocabulary used on it

21. Relational Understanding Base-Ten Concepts Standard & Equivalent Groupings To Physically Represent Quantities Oral Names Standard: thirty-two Base-Ten: Three tens and two Written Names 32 Counting By Ones By Groups & Singles By Tens & Ones

22. Vocabulary Numerals – 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 Cardinal Words – one, two, three, four, five, etc. Ordinal Words – first, second, third, etc. 1 st, 2 nd, 3 rd, etc. Sequential – in a particular order Spatial – a sense referring to the ability of an individual to interact in a spacious environment Consecutive – in a row