MATH 402 Methods of Instruction in the Mathematics Curriculum for the Elementary School (K–6) Dr. Alan Zollman Mathematical Sciences NIU Teaching Effectiveness Institute August 24, 2009
Effective Strategies
One Important Concept
Effective Strategies One Important Concept Two Dumb Stunts
Effective Strategies One Important Concept Two Dumb Stunts Four Quick Actions
Effective Strategies One Important Concept Two Dumb Stunts Four Quick Actions Three Big Ideas
Effective Strategies One Important Concept Two Dumb Stunts Four Quick Actions Three Big Ideas Two Predictors of College Success
Effective Strategies One Important Concept Two Dumb Stunts Four Quick Actions Three Big Ideas Two Predictors of College Success Closure
A mayber was raling his temp. Saintly a durf accotted some padis in his temp. “Why did yind accot padis in my blem temp?” the mayber quassed the durf. “Ar’m varrly grendy,” the durf trepped. “Ar hished yind merpled padis in your temp. Did yind rale your temp blem?”
Please answer the following question in complete sentences:
A mayber was raling his temp. Saintly a durf accotted some padis in his temp. “Why did yind accot padis in my blem temp?” the mayber quassed the durf. “Ar’m varrly grendy,” the durf trepped. “Ar hished yind merpled padis in your temp. Did yind rale your temp blem?” Please answer the following question in complete sentences: What did the durf accot in the mayber’s temp?
A mayber was raling his temp. Saintly a durf accotted some padis in his temp. “Why did yind accot padis in my blem temp?” the mayber quassed the durf. “Ar’m varrly grendy,” the durf trepped. “Ar hished yind merpled padis in your temp. Did yind rale your temp blem?” Please answer the following question in complete sentences: What did the durf accot in the mayber’s temp? What did the mayber quas the durf?
A mayber was raling his temp. Saintly a durf accotted some padis in his temp. “Why did yind accot padis in my blem temp?” the mayber quassed the durf. “Ar’m varrly grendy,” the durf trepped. “Ar hished yind merpled padis in your temp. Did yind rale your temp blem?” Please answer the following question in complete sentences: What did the durf accot in the mayber’s temp? What did the mayber quas the durf? Was the durf grendy?
A mayber was raling his temp. Saintly a durf accotted some padis in his temp. “Why did yind accot padis in my blem temp?” the mayber quassed the durf. “Ar’m varrly grendy,” the durf trepped. “Ar hished yind merpled padis in your temp. Did yind rale your temp blem?” Please answer the following question in complete sentences: What did the durf accot in the mayber’s temp? What did the mayber quas the durf? Was the durf grendy? Why did the mayber rale his temp?
A mayber was raling his temp. Saintly a durf accotted some padis in his temp. “Why did yind accot padis in my blem temp?” the mayber quassed the durf. “Ar’m varrly grendy,” the durf trepped. “Ar hished yind merpled padis in your temp. Did yind rale your temp blem?” Please answer the following question in complete sentences: What did the durf accot in the mayber’s temp? What did the mayber quas the durf? Was the durf grendy? Why did the mayber rale his temp? Is there a difference between knowing an answer and understanding a solution in mathematics? Adapted from Kenneth Goodman’s The Psycholinguistic Nature of the Reading Process
The Difference Between Teaching and Learning
The Difference Between Teaching and Learning or How to Teach a Dog French
Two Dumb Stunts Of all the demographic data collected on students taking standardized tests, which one has the highest correlation with scoring the highest mathematics test scores?
Two Dumb Stunts 1) Give the Father Lottery Tickets
Two Dumb Stunts 1) Give the Father Lottery Tickets 2) Give the Parents Honorary Degrees
Two Dumb Stunts In applying the empirical research to the practical classroom, there is a difference between correlations
Two Dumb Stunts In applying the empirical research to the practical classroom, there is a difference between correlations and causations.
Four Quick Actions
Take daily attendance
Four Quick Actions Take daily attendance Have lecture, individual, cooperative group activities
Four Quick Actions Take daily attendance Have lecture, individual, cooperative group activities T, M, E, A duties
Four Quick Actions Take daily attendance Have lecture, individual, cooperative group activities T, M, E, A duties Have a daily reflection
Effective Strategies Big Ideas Jean Piaget’s Reflective Abstraction
Effective Strategies Big Idea # 1 Jean Piaget’s Reflective Abstraction Generalization (Association)
Generalization (Association) Memorize the following 12 items in order Make sure you can read the whole screen
SKY
SKY RADIO
SKY RADIO GAS STATION
SKY RADIO GAS STATION BOX
SKY RADIO GAS STATION BOX CUP
SKY RADIO GAS STATION BOX CUP DOOR
SKY RADIO GAS STATION BOX CUP DOOR KNIFE
SKY RADIO GAS STATION BOX CUP DOOR KNIFE TOY
SKY RADIO GAS STATION BOX CUP DOOR KNIFE TOY ROAD
SKY RADIO GAS STATION BOX CUP DOOR KNIFE TOY ROAD SIGN
SKY RADIO GAS STATION BOX CUP DOOR KNIFE TOY ROAD SIGN TOWEL
SKY RADIO GAS STATION BOX CUP DOOR KNIFE TOY ROAD SIGN TOWEL RAISINS
wait …..
Without looking …
Without looking … what’s my name?
OK, now write the 12 nouns in order.
SKY RADIO GAS STATION BOX CUP DOOR KNIFE TOY ROAD SIGN TOWEL RAISINS
Effective Strategies Big Idea # 2 Jean Piaget’s Reflective Abstraction Generalization (Association) Coordination (Assimilation)
How do we add: 2 tens + 3 ones
Coordination (Assimilation) How do we add: 2 tens + 3 ones 2 thirds + 3 fourths
Coordination (Assimilation) How do we add: 2 tens + 3 ones 2 thirds + 3 fourths (2x + 4y) + (3x + y)
Effective Strategies Big Idea # 3 Jean Piaget’s Reflective Abstraction Generalization (Association) Coordination (Assimilation) Encapsulation
Encapsulation Example 4th Grade Question How many different ways can you arrange 3 objects with 2 objects, 2 at a time?
Encapsulation Example 4th Grade Question A. How many different ways can you arrange 3 objects with 2 objects, 2 at a time? or B. How many ways can you make a gym outfit if you have red, blue, or white tee shirts and red or white shorts? (remember the movie Clueless?) (question from Dr. John Sleisky, “Authenticity and Test Items In Large Scale Assessment” SSMA Centennial Conference, Downers Grove, IL, Nov. 1, 2001)
7.8 % of high school students who take ALGEBRA I get a college degree Predictors of College Success
23.1% of high school students who take GEOMETRY get a college degree 7.8 % of high school students who take ALGEBRA I get a college degree
39.5% of high school students who take 39.5% of high school students who take ALGEBRA II get a college degree 23.1% of high school students who take GEOMETRY get a college degree 7.8 % of high school students who take ALGEBRA I get a college degree Predictors of College Success
62.2% of high school students who take TRIGONOMETRY get a college degree 39.5% of high school students who take ALGEBRA II get a college degree 23.1% of high school students who take GEOMETRY get a college degree 7.8 % of high school students who take ALGEBRA I get a college degree Predictors of College Success
74.3% of high school students who take PRE CALCULUS get a college degree 62.2% of high school students who take TRIGONOMETRY get a college degree 39.5% of high school students who take ALGEBRA II get a college degree 23.1% of high school students who take GEOMETRY get a college degree 7.8 % of high school students who take ALGEBRA I get a college degree Predictors of College Success
Answers in the Tool Box, U.S. Department of Education by Clifford Adelman 79.8% of high school students who take CALCULUS get a college degree 74.3% of high school students who take PRE CALCULUS get a college degree 62.2% of high school students who take TRIGONOMETRY get a college degree 39.5% of high school students who take ALGEBRA II get a college degree 23.1% of high school students who take GEOMETRY get a college degree 7.8 % of high school students who take ALGEBRA I get a college degree
Predictors of College Success Answers in the Tool Box, a study by U.S. Department of Education researcher Clifford Adelman, examined more than 20 variables-- including high school courses, educational aspirations, race, socioeconomic status (SES), on-time versus late high school graduation, and parenthood prior to age 22--to determine what really influenced the college completion rates of over 10,000 students.
Of all the high school indicators of academic preparation, the one that is the strongest is taking rigorous and intense courses in high school. Predictors of College Success
Of all the high school indicators of academic preparation, the one that is the strongest is taking rigorous and intense courses in high school. Taking rigorous and intense high school courses has a greater impact on African-American and Latino students than on white students.
Predictors of College Success Of all the high school indicators of academic preparation, the one that is the strongest is taking rigorous and intense courses in high school. Taking rigorous and intense high school courses has a greater impact on African-American and Latino students than on white students. Of all the high school courses, the highest level of mathematics taken is the most important for college success. The odds that a student who enters college will complete a bachelor's degree more than doubles if that student completed a mathematics course beyond Algebra II (e.g., trigonometry or pre-calculus) while in high school.
Predictors of College Success Of all the high school indicators of academic preparation, the one that is the strongest is taking rigorous and intense courses in high school. Taking rigorous and intense high school courses has a greater impact on African-American and Latino students than on white students. Of all the high school courses, the highest level of mathematics taken is the most important for college success. The odds that a student who enters college will complete a bachelor's degree more than doubles if that student completed a mathematics course beyond Algebra II (e.g., trigonometry or pre-calculus) while in high school. Socioeconomic status had some impact (but it was minimal after the first year of college), and race did not have a statistically significant impact at all.
Closure
The 80% Solution Know 80% (We don’t know it all)
The 80% Solution Know 80% (We don’t know it all) Teach 80% (We can’t teach all we know)
The 80% Solution Know 80% (We don’t know it all) Teach 80% (We can’t teach all we know) Learn 80% (All students don’t learn all that’s taught)
The 80% Solution Know 80% (We don’t know it all) Teach 80% (We can’t teach all we know) Learn 80% (All students don’t learn all that’s taught) Retain 80% (All material isn’t retained)
The 80% Solution Know 80% (We don’t know it all) Teach 80% (We can’t teach all we know) Learn 80% (All students don’t learn all that’s taught) Retain 80% (All material isn’t retained) What’s the result?
The 80% Solution Know 80% (We don’t know it all) Teach 80% (We can’t teach all we know) Learn 80% (All students don’t learn all that’s taught) Retain 80% (All material isn’t retained) 80% of 80% of 80% of 80% ≈ 41%
The 80% Solution Know 80% (We don’t know it all) Teach 80% (We can’t teach all we know) Learn 80% (All students don’t learn all that’s taught) Retain 80% (All material isn’t retained) The Result: 80% of 80% of 80% of 80% ≈ 41% Is this a passing grade?
The 80% Solution We don’t teach the content
The 80% Solution We don’t teach the content We do teach students
Thank you!
Dr. Alan Zollman Department of Mathematical Sciences Northern Illinois University DeKalb, IL / ~ zollman