Presentation on theme: "It Really Works!. My Journey For years I taught math the way I was taught math. There were books, workbooks, and dittos/black line masters, it couldnt."— Presentation transcript:
My Journey For years I taught math the way I was taught math. There were books, workbooks, and dittos/black line masters, it couldnt be that hard! My carpool buddy began working on her math Masters degree. She began to share what kinds of things she was doing in her classroom. She was teaching with CGI methods. UWO got a grant and for taking a years worth of classes, you got a laptop, materials, and instruction. Judith Hankes continued to gain more grants and invite me to attend. Presenting/sharing this information with other teachers.
CGI – What is it? Problem-based Developmental Allows children to solve problems in ways that make sense to them Non-linear approach to teaching mathematics
CGI allows me to: Teach students how to think. Differentiate instruction. Challenge students. Teach with different materials and methods. Track student progress w/Mindsong Math, CGI Problem Type Survey, and Base Ten Evaluation. Change student perception on what math is. Improve self confidence when problem solving. Improve comprehension of written/verbal language.
Solution Strategies – Developmental Approach Direct modeling Counting on - Counting back Use of memorized facts and deriving
Rome wasnt built in a day! Started out by doing SOMETHING! Attended classes to learn how students learn and how extensive CGI is. Added to my instruction every year. Used the resources on the Mindsong website. Became encouraged by tracking my kids.
Biggest Personal Challenges Learning to facilitate and support thinking/problem solving and not to think for my students. Learning to wait for answers. Learning to hide my body language. Giving encouragement without giving the answer. We all do it! Learning that students can learn from each other and share their thinking strategies.
Student Challenges: Math isnt just following a pattern. Using manipulatives to check their answers. Problems can be solved in many different ways. Explaining how a problem is solved is more important than the answer. Math is comprehending a story problem. Math is writing a sentence to explain how a problem was solved.
My Students 4 males and 4 females 4 on autism spectrum IQ range is 22 to 66 Native American Behavior problems can occur sometimes daily Staffing is myself, an aide, and an aide in training to take my place when I retire.
My Students are: Moving from working with smaller quantities to larger quantities. Working with elapsed time on open number lines. Solving addition, subtraction, multiplication, and division story problems and showing/explaining how they did it! Using manipulatives to figure out how much 1 pound of butter costs if butter is on sale for 3 for $3.99. Using open number lines to solve addition and subtraction. Demonstrating thinking skills in other classes. Doing well on WAA testing, proficient and above.
How have the math skills of these students changed?
What are the results after two and a half years?
Additional Resources Website for the Closing the Math Achievement Gap of Native American Students with Learning Disabilities (CMAG) Grant Mindsong Math website http://www.uwosh.edu/coehs/mindsongmath/ The CMAG Project is funded by a Wisconsin Improving Teacher Quality Gran that is directed by Dr. Judith Hankes, UWO. Dr. Stacey Skoning is a co-director responsible for investigating and reporting outcomes for students with cognitive disabilities.
Contact Information Dr. Stacey N. Skoning Chair, Department of Special Education University of Wisconsin Oshkosh 800 Algoma Blvd Oshkosh, WI 54901 firstname.lastname@example.org 920-424-7227
Resources Mindsong Math Website CGI Materials available from Website Pat Schwenke 715-526-9772, Menominee Indian High School email@example.com firstname.lastname@example.org Professors Judith Hankes and Stacey Skoning at UWOshkosh
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