DURING the LESSON: Keeping students on the right track

  1. Use guided imagery, to help students visualize the material.
  2. Promote self efficacy, which is an “I can do it” attitude that supports success.
  3. CONCEPT MAP:  A concept map is a type of graphic organizer used to help students organize and represent knowledge of a subject. Concept maps begin with a main idea (or concept) and then branch out to show how that main idea can be broken down into specific topics. During the lesson, students are to draw a concept map and relate it to the vocabulary and concepts being used.
  4. JOURNALING:  Fold a piece of paper in half, lengthwise.  On the left side write down the topic, and steps to solve math problems.  On the right side write down thoughts that strike you and the steps to solve problems.  This should include questions about things you do not understand entirely. Students are encouraged to ask questions about steps they do not understand. By the end of the lesson, each student should have their own notes (that make sense to them) about how to solve the problem step-by-step.
  5. KWL CHART: Fill in the middle column of the KWL chart. I would then collect the KWL papers and look them over so as to clear up misconceptions.
  6. APPLICATION: During the lesson, I will give examples of how mathematics is used in the modern world, and sometimes how it was used in the ancient world.  In addition, I will mention occupations that require knowledge of mathematics.  Hopefully this will encourage students to work hard in order to gain admission to a college program in a STEM area, such as engineering, science, computer science.
  7. DISCUSSION: Students will break into small groups and discuss the steps used to solve a particular type of problem.  Here students can make corrections and additions to the notes they made while journaling earlier.  Each group will elect a representative who will describe the steps needed to solve the problem.  If there are any issues with the steps, I will have an opportunity to make corrections and additions.  Every student then will have complete notes.
  8. Students just filled out an anticipation guide and should keep it in mind as they read.
  9. Students follow the steps in the 6-step SQRQCQ guide.
  1. Per Educational Testing Service (ETS) study How Teaching Matters (Wenglinski 2000), students learn more when they have teachers with strong content area knowledge. Thus a good teacher makes sure that every lesson engages student interest
  2. Use QARS. “The question–answer relationship (QAR) strategy helps students understand the different types of questions. By learning that the answers to some questions are “Right There” in the text, that some answers require a reader to “Think and Search,” and that some answers can only be answered
  3. Use think-aloud.
  4. Develop hypothesis make predictions.
  5. Guided Reading Procedure (GRP).
  6. Intra Act procedure, which is a four phase procedure requiring comprehension, relating, valuation, and reflection
  7. DR-TA – directed reading/thinking activity.
  8. Use graphic organizers are visual displays that help students make connections among important ideas. The types of graphic organizers include comparison and contrast matrix, problem and solution outline, network tree, series of events chains, questions (problem and solution, cause and effect, comparison and contrast), cognitive mapping.
  9. Teach students note-taking frameworks and procedures such as writing summaries, using GRASP aka GRP (guided reading strategy), text annotations, summaries, reading logs, T-notes, Cornell notes.
  10. Show students how to summarize information.