1. Teach Math Like a Rock Star!
High Yield Strategies for
Elementary Math!

2. TKES Standards… 3. Instructional Strategies
The teacher promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the students’ acquisition of key knowledge and skills.

3. TKES Standards… 4. Differentiated Instruction
The teacher challenges and supports students’ learning by providing appropriate content and developing skills which address individual learning differences.

4. Today’s Agenda Opening- Work Session- Closing Session-
Activating Number Activity based on Third Grade Standards
Work Session-
Strategy Sampler
Closing Session-
Professional Learning Evaluation Sheet

5. What are High-Yield Strategies?
High-yield strategies are strategies that have been proven through a combination of research and “best practice” evidence to contribute to improved student learning.
(The Literacy and Numeracy Secretariat Webcast Professional Learning Series, High-Yield Strategies to Improve Student Learning, May 2008)

6. In the early 1970’s, educational researchers began studying the effects of instruction on student learning.
With the assistance of Dr. Bob Marzano, McREL (Mid-continent Research for Education and Learning) analyzed selected research studies on instructional strategies that could be used in K-12 classrooms.
What they found was that 9 instructional strategies produced the highest yielding gains in student achievement.
While these findings are significant, it is important to remember that not there are not the only instructional strategies that should be used and that no instructional strategy works equally well in all situations.
Additional notes if needed:
(ES) or effect size expresses the increase or decrease in achievement of an experimental group (the group exposed to a specific instructional technique). These are measured in standard deviations (remember from stats classes 1 standard deviation above or below the mean is about 34% of your population).
Percentile Gain were configured by McREL using a statistical conversion table.
No. of ESs were the number of experimental studies that were examined for each strategy

7. Identifying Similarities and Differences
Summarizing and Note taking
Homework and Practice
Cooperative Learning

8. What are some common ways to find similarities and differences in math?
Stand up, Hand Up, Pair Up… and Share Out!

9. Let’s look at the Venn Diagram in Action!

10. Create a Venn Diagram for the following…
In a class of 50 students, 18 take Chorus, 26 take Band, and 2 take both Chorus and Band.  How many students in the class are not enrolled in either Chorus or Band?

11. In a class of 50 students, 18 take Chorus, 26 take Band, and 2 take both Chorus and Band.  How many students in the class are not enrolled in either Chorus or Band?

12. x = 50
42 + x = 50
x = 8 students

16. Let’s Look at Summarizing….
Think, Pair, Share:
How do you currently teach students in your classroom to summarize math information to enhance student learning?

17. Recommendations for Classroom Practice Summarizing
Here is a set of instructions for older students and a different set of directions you can give younger students.

18. “Rule-Based” Strategy
The blue whale is the largest animal on earth. A blue whale is about 100 million times larger than the krill, one of the smallest creatures it eats. The skeleton of the blue whale can weigh about 50,000 pounds. The heart of a blue whale can be the size of a small car. The largest recorded blue whale weighed 160 tons. About how much of that weight was not the skeleton?
This shows a specific content example of the text before summarizing and what it might look like after summarizing.
(taken from Prentice Hall Reading and Math Literacy Masters)

19. “Rule-Based” Strategy
After using the Rule Based Strategy the problem can be summarized as:
What is 160 tons minus 50,000 pounds?

20. Recommendations for Classroom Practice on Summarizing
Use Summary Frames
Choose frame to match information type
6 different types of frames
Narrative
Topic-restriction-illustration
Definition
Argumentation
Problem/solution
Conversation
Different frames are useful for different types of information because each frame captures the basic structure of a different pattern of text.
Each frame has a specific series of questions designed to highlight the important elements that make up patterns.
These questions help students gather key pieces of information that will help them summarize text.

21. The Definition Frame What is being defined?
To which general category does the item belong?
What characteristics separate the item from the other items in the general category?
What are some types or classes of the item being defined?
Can be used for defining math terms.

22. The Definition Frame What is being defined? Integers
To which general category does the item belong? Rational Numbers
What characteristics separate the item from the other items in the general category? Positive and Negative Whole Numbers and Zero
What are some types or classes of the item being defined? 1, -3, 0
Example of one that is math specific.

23. Argumentation Frame Jason says any number divided by zero is zero.
Lana says any number divided by zero is undefined.
Who is correct?
Give reasons to support your opinion.
Math specific example.

24. Problem / Solution Frame
What is the problem?
What is a possible solution?
Are there any other solutions?
Which solution has the best chance of succeeding?
Can be used with word problems.

25. Kissin’ Cousins
You are planning on attending a family reunion. When you arrive there will be 10 cousins there. If you kiss each cousin hello, how many kisses are there?
Review Slide

26. Problem / Solution Frame
What is the problem? How many kisses were exchanged?
What is a possible solution? 10
Are there any other solutions? 20
Which solution has the best chance of succeeding? Depends on family heritage
Discuss solution to the problem using this framework.

27. Generalizations from Research: Homework
The amount of homework assigned to students should be different from elementary to high school.
2. Parental involvement in homework should be kept to a minimum.
The purpose of homework should be identified and articulated.
4. If homework is assigned, it should be commented on.
# 1: The recommended number of minutes assigned to homework should be different at different levels. The general recommendation is that 10 minutes per grade level is acceptable. There is a lot of controversy surrounding the issue of homework at elementary level because many believe that young children should have little or not homework and that homework interferes with family time.
# 2: It is not the responsibility of the parent to do their child’s homework and their involvement should be kept to a minimum. Parents can facilitate homework by providing a place, a time, and the resources to do the work. Parents can provide feedback and prompts. They emphasize the importance of homework and support their children as they develop the study skills to complete the work.
# 3: Teachers should be clear with their students as to the purpose of the homework assignment. Two common purposes are (1) practice and (2) preparation or elaboration.
# 4: IF homework is assigned, it should be commented on!!! While appropriate, graded homework makes an impact on student achievement, the great impact comes from homework that the teacher responds to with written comments.

28. Let’s debate… Four Corners’ Style…
The amount of homework assigned to students should be different from elementary to high school.
Parental involvement in homework should be kept to a minimum.
The purpose of homework should be identified and articulated.
4. If homework is assigned, it should be commented on.

29. How can we make homework more meaningful and more reflective of student learning?