1. Improving Mathematics Achievement by Improving Mathematics Instruction “6 Elements of Effective Mathematics Lessons” LaTonya Mitchell lmitchell@fdresa.org First District RESA

2. Complete the following statement: Teaching an effective mathematics lesson is a roller coaster because ……………….

3. Essential Question How does my lesson planning and delivery compare to a framework designed to increase the probability of student learning?

4. Key Questions How can I help all students meet or exceed grade level expectations in mathematics? How can I increase the probability that learning will occur for ALL students in mathematics?

5. State Performance Targets Mathematics Grades 3-8 CRCT Percent of Students at Proficient or Advanced 2002-2003 Target50 2003-2004 Target50 2004-2005 Target58.3 2005-2006 Target58.3 2006-2007 Target58.3 2007-2008 Target66.7 2008-2009 Target66.7 2009-2010 Target66.7 2010-2011 Target75 2011-2012 Target83.3 2012-2013 Target91.7 2013-2014 Target100

7. Objectives Identify the three teacher-level factors affecting student achievement. Identify the three most important features of high performing schools. Describe the six elements of exemplary mathematics lessons. Identify similarities and differences among the three organizational structures. Recognize the elements and structures in a variety of instructional contexts and grade levels. Describe the impact that a balance or rhythm in Teacher-Focused/Student-Focused activities has on promoting and maintaining engagement.

8. 3 Teacher Level Factors Instructional Strategies Classroom Management Classroom Curriculum Design Marzano

9. 90/90/90 Schools 90+% of students on free/reduced meals 90+% of students are of a minority in the national population 90+% of students on or above grade level (In Ga., level 2 or level 3 on CRCT or 60 th percentile on NRT)

10. Characteristics of High Performing Schools High Expectations of Students/Staff Focused Teaching and Learning Engaged Learning Time

11. Promoting Engagement Gains attention before beginning instruction Observes students for initial engagement Stimulates interest by providing vivid or novel examples or by varying presentation and activities Varies the types of responses generated Divides opportunities for participation without excessive or prolonged interactions with individuals Stimulates covert involvement: –Think of an example –Recall an experience –Prepare to respond –Providing a stimulus for attentiveness Creates expectation of being called on –Call on volunteers and non- volunteers –Ask questions to total group before asking for response –Promote thinking by pausing after question to allow for more students to form a response then ask for response from individual, group, etc. –Promote thinking by pausing after the response to allow for extensions of ideas or self- corrections Generates overt responses: –Respond on paper (jot) –Take notes –Tell a partner –Respond as a group –Signal –Participate in discussions, skits, simulations, hands-on experiences, and cooperative group learning experiences

12. Monitoring Progress Observing facial expressions and non-verbal behaviors Asking clear questions at all six levels of Bloom’s taxonomy Checking for understanding through signals and oral questions to individuals Asking students to explain or clarify answers Moving among students and interpreting student behavior –observe all before stopping with one –use Praise, Prompt, Leave Use benchmarks to determine progress

13. Level of challenge Level of competence Potential developmental level Actual developmental level

14. Teacher-FocusedStudent-Focused

15. TEACHER-FOCUSED ACTIVITIES Explanation –Definitions –Examples –Demonstration –Modeling Discussion/Review –Focused questions –Student responses Guided Practice –New skills or information

16. STUDENT-FOCUSED ACTIVITIES Purposes of Student-focused Activities Effective Processing of New Content Vary widely in design Match the learning Meaningful and require thought Distributed Practice on Previously Learned Content Spread over time Short in number of items Short in number of skills

17. Learning Activities We Tend to LearnOur Involvement Level PASSIVE 10% of what we read Verbal Receiving 20% of what we hear 30% of what we seeVisual Receiving 50% of what we hear and see Verbal and Visual Receiving 70% of what we say Receiving and Participating ACTIVE 90% of what we both say and do Doing

18. ELEMENT #1: DRILL (“Mastery of Facts”)  Always on the “basics”  Immediate recall  Increase speed  Daily (max 5 minutes)  Choral or written  Individual or group  Examples o Drill Square o Drill Partners

19. ELEMENT #2: REVIEW/PREVIEW (“Math Review” & “Mental Math”)  Algorithms/Processes/Steps  Old Learning  Maintenance of Specific Skills (ITBS or CRCT)  Emphasis on essentials  Student-focused  Increase Accuracy  Daily (max 10 minutes)  Examples o Big Four o Grand Slam

20. ELEMENT #3: APPLICATION (“Problem Solving” & “Performance Tasks”)  Makes content relevant, purposeful, meaningful  Daily  May be included in Review/Preview  Types of Activities o Problem Solving o Estimation o Charts, Graphs o Geometry o Measurement o Time o Money o Manipulatives Usually included in lesson. If not, must be a separate piece.

21. ELEMENT #6: HOMEWORK  Distributed Practice  Short!!  Over Firm Classwork o Challenging and Relevant  Keeps Learning Warm  Given at the Last Moment Possible  Consider Positive Grading  Move to tiered assignments

22. The longer the assignment, the more students will fail. The shorter the assignment, the more students will succeed. The First Days of School – Dr. Harry Wong

23. Essential Question How does my lesson planning and delivery compare to a framework designed to increase the probability of student learning?

24. Homework Go back to your classroom and implement a planned drill and review activity. Share the next session with what you expected to happen and what did happen. Critique your lesson plans for application pieces. Bring an artifact with an example of application and your purpose for using that particular application problem and be able to tell how it fits into your instruction.