Presentation on theme: " Presenters: Krystal Reeves & Linda Law. To share with you our stories of teaching large middle school math classes Give you practical and research."— Presentation transcript:
Presenters: Krystal Reeves & Linda Law
To share with you our stories of teaching large middle school math classes Give you practical and research based tools and strategies of how to maintain active student engagement in relatively large middle school math classes
Math Musical Chairs
Choose a Partner. Determine who will battle in musical chairs (you must switch out between rounds). When the music begins, walk around the perimeter of the chairs. When the music stops, you must sit in a chair. Answer the given question. If you are eliminated from the game, you still must answer the questions. Anyone can win. The last team to remain standing will receive 20 extra points. Each question is worth 10 points. The team with the most points wins.
Factor x 2 + 7x + 12.
How many faces does a pyramid have?
What is the name of this mathematical symbol?
Given the graph, determine the roots to following quadratic equation.
Solve the inequality. >10 y 6 -
Is it a function? A. B.
What is the solution set for 6z + 5 > 35 ?
Which property is illustrated by (2+3) + 4 = 2 + (3+4) ?
Solve the following factorial. 4! 3! (4 – 3)!
Solve the system of linear equations. -2x + 3y = 8 3x – y = -5
Table Talk – 1 minute Discuss with your neighbor(s) your perception of a relatively large class? What is considered a large class size is different for everyone.
Large classes are often perceived as one of the major obstacles to ensuring quality education. They are a reality in many schools and many countries, often as a direct result of inadequate funding and the absence of political will to provide a sufficient number of teachers and classrooms that would ensure a quality education. -- UNESCO Asia and Pacific Regional Bureau of Education
I was given a class of 36 seventh grade students. (1 st Period of every day) There weren’t enough desks. I stood the entire class period. I was emotionally, mentally, and physically drained by the end of the day. My students’ parents had strong concerns. I needed help.
Improve your organization and managerial skills Improve Your Interpersonal Skills Improve your Teaching and Presentation skills Improve Your Evaluation of Student Learning
Effective on-going student engagement CANNOT take place where rules and procedures have NOT been established.
Stress to students the value of cooperation and consideration Be Consistent with your Class Rules Establish Procedures for: Distributing Materials Students Turning in Papers Grading Papers (Procedural vs. Correct Answer Grading) What are the Non-Negotiables? – You must show work Transitions Administrative Support
Let’s take a look at some engaging interactive techniques.
Your period classes each have 35 students. Your classroom can only hold 30 desks with a teacher desk. Part I How would you structure your classroom to: 1. Maximize Space 2. Facilitate Movement 3. Ensure that all learners are comfortable Create a model for your solution. Be prepared to share out.
Part II Establish a routine for distributing and turning in assignments.
Effective on-going student engagement CANNOT take place without proper planning.
When planning Consider these things: Most middle school students struggle with computation and basic math skills. Diagnose where your students are and help them get to where they need to be. Don’t just lecture. Expose students to a variety of teaching and assessment methods. Use technology to support your strategies. Something to think about: What equipment/technology is available for everyday use in your class? ( Please include the technology you refuse to use.)
Establish Thematic Days Monday - Independent Practice (Procedural) Walking around with ink stamps, grade book, and rubric. It’s based more on procedure than the correct answer. Tuesday – Independent practice (procedural and correct answer) technology Wednesday – Center Day - Work with students individually based on needs Thursday - Center Day & Review Friday – Formal/Summative Assessment (Individual Not Group)
Warm Up – 10 Minutes – Start to Finish Mini Lecture – 15 minutes Warm Up – 10 Minutes – Start to Finish Mini Lecture – 15 minutes Independent Work ( 5 problems) - Incorporate Think Pair Share and whole group to discuss answers. OR Engaging Group Activity Independent Work ( 5 problems) - Incorporate Think Pair Share and whole group to discuss answers. OR Engaging Group Activity 5 minute Rotations: Math Center Independent Work Teacher Station OR Independent Work - Answers reported using Clickers or other technology on your campus 5 minute Rotations: Math Center Independent Work Teacher Station OR Independent Work - Answers reported using Clickers or other technology on your campus
Pre-recorded videos – teaching absent students or students in ISS (work with your department to help produce videos) Jing Super Teacher Tools Collaborize classroom
Math Centers Outside Learning Activities Assessment every Friday Syllabus Teach Students to Teach themselves Math Binder with a Summary of Notes Live Scribe Smart Pens Math Mystery Series (Tom Snyder)
Linda Law Executive Master Teacher - Houston Krystal Reeves Executive Master Teacher – DFW Metroplex