As a teacher for 11 years and a teacher in elementary education, I have seen a wide range of mathematical programs and classes. I share the 10 best teaching ideas I've gathered over the years.
1. Provide convincing content to learn.
A few years ago I worked with the university and said, "Maybe the lesson may be fun, but I can not make the class convincing. It's a prerequisite for exploring.
Take center Ron Berger-school maths project to study levels radon in his own home Studio radon is boring, but Berger is one of the most successful projects in the mathematics department. What if his students discovered dangerous levels of radon in homes in one area and published the results as they intended? What would happen to a real estate valuation in this area? What he felt was that students were very involved in mapping, classes, looking at standard deviations that previously did not worry about radon or other ideas.
So what's the taste? The trick is that It's not alone. You can not teach students to find something convincing if it's not time to develop some things in the study Ough year you will find talent – the economy, the presidential election, the human body, etc. Find a real way to present your earnings – the newspaper, the internet, the magazine. Keep the project small, genuine and done.
Students who take such a time have better results in state examinations than students of teachers who only hold the text. Almost any social science context provides background to study that adds depth.
Even teachers who keep the class "content" only once a month see actual benefits, so you do not have to leave the normal class. And you will find that students get more participation when the regular class is held.
If you want to go very deeply and have solid administrator support, look at the school reform movement of Expeditionary Learning Schools that have an excellent approach to the theme of teaching.
2. Do not use outstanding prizes such as candy, cheeses, stickers, etc.
There is nothing more certain to see the culture of mathematics education fall in years when a teacher bribes them. The purpose of the teacher is of course good. Teacher cares about his students and wants the best for them. "I do not care how they study mathematics," said one teacher to me. "I just want them to learn it so they're ready." The teacher thought enough to buy candy from his own pocket, but the real message to students is: "positive strengthening" candy means "math is not worth doing on your own." The study is also clear about the issue and shows us that external prizes hurt to study.
Even though the effects are not immediate, timely termed "positive reinforcements" as mentioned above are other high-quality mathematical plans. As a teacher, you are much better at trying to create a normal curriculum than buying candy.
3. Build a culture where students teach each other.
For many teachers, one student is helping others call a cheater. But I actually found that better middle school mathematical plans all encourage students to team together at certain times of the week. The activity was usually graduated as completed or not completed and when it was tied up with meaningful tasks, such as compiling a survey together and collecting original data, the student understood the understanding of individual projects.
Building a culture that works for couples or groups of students takes years of practice. But before you decide and decide that it does not work, determine if you follow Guidelines # 1 and # 2 first.
4. Give less and more meaningful work, including homework.
Trends in global mathematics and science studies mean the curriculum in the United States as "mile wide and inches deep." Their review of mathematical income in the middle school revealed that some were almost 700 pages in length. With great pressure to teach standards, as a teacher, you can be tempted to skip and jump on many items through the text. Do not do. It will take a little education.
Select the most important piece before the beginning of the year and keep it simple. Teach the concepts you teach with depth.
The National Advisory Council of the Agency said "first install first" and suggested that definitely less be more. Take the time to return the curriculum to a manageable size for students and introduce them only. If you need to "reach" standards, find out what standards and documents you teach them in the class. You will find that teaching with depth often comes to a variety of standards.
It's good to know what's running the width. As a national research question agrees, publishers are trying to meet the demands of hundreds of different provinces by containing all the schools that may want. And while publishers have been trying a custom edition, it's equally difficult to create a mathematics curriculum for a small neighborhood as a big one. Thus, the subject of bookshop leads to a single, harmonized comprehensive textbook. Often this is a very big text or whole series.
In the classroom, teachers and students became overwhelmed and unable to cope with the scope or breadth of learning in this form. As teachers, we must admit that there are mostly negative emotions around math in middle school and that all we can reduce these feelings will go a long way towards learning success. Placing a 500 page front of a 7th grade student is unlawful to help, so use it and build small home-based laptops for daily use.
5. Model thinking, no solutions or answers.
Do not show student how to solve something. Instead, "think out loud". For example, you might have a whiteboard with a problem and start by saying, "Okay, I notice that the 4 numbers I'm totaling are in a thousand, and the first is close to 3,000, next to 5,000 and the third … I'm confused … "Do exactly what you think of confusion, emotion, skills, methods, and more.
When you do this, let students know how mathematicians think. One useful study is that mathematicians spend a lot of time thinking about how to fix a problem, a little time to do the problem and a long time to "look back" by asking the question: "Does that make sense? # 39; Do it for your students by setting up a complex problem on the table and spending time, not just jumping into a solution, just talking about what methods you could use to solve the problem.
6 Provide feedback which is immediately relevant to the project, is not comparable and leads to the next step.
Many teachers believe classification is a form of feedback. Assessment, but the article should be clear. Grades are not effective tools as an assessment. Assessment is the end of the road when you evaluate what has been learned but should not be intended to inform the student where to go next.
Take, for example, three gr oups of students who received different "feedback" on mathematical computers that had "turned in." The first group received only a narrative response (no score) informing them where and how they made mistakes. The second group got a score (or score) and a narrative response. The third group received only a rating. It is not surprising that students who received narrative feedback recovered when they were re-tested. Those who had just received a rating did not have information to add and did the same when they were reviewed. But here's a surprising part. There was no difference between the group "grade only" and the group that got the score and the narrative. Why? Students who received both grade and narrative feedback had completely ignored written suggestions and only looked at scores. "I got blah, blah, blah … what did you get?"
Because we live in a world where level and formal assessment is so important, work with the system by separating assessment and assessment.
When you are classified, one guide is to refer to Rick Stiggin's approaches to assessment. So when you have an assessment (ie, classification), you must keep in mind that you are temporarily learning to improve student learning and will not struggle to try and do two things at once.
7. Change your miniature pages to problems that you and your students develop personally.
The pervasive aspect of our culture is to publish a page by page information. At faculty meetings, business associations and conferences hundreds of pages of documents are delivered. It makes us look organized and prepared. There is also a way to "catch" content. But for education in middle school mathematics, it also makes it difficult to decide what is important. Was it a broken part? Was it a decimal section? Was it the number line? Was it a triangular puzzle problem? Was that the cartoon?
Instead of another mimeographed page, let the student write his own story problem. Tell them to add artwork to understanding. Give them the width to make them fun. Celebrate them by sending them to the class. Give them 5 homemade history issues that they create for homework instead of 30 mimeographed sheets and really dive into improving them through review.
8. Use a history to teach maths.
Write a story, a real story with characters and plot, and add the math problem set. Write about magicians who need to use a perspective for their magic. Write about spice ships in the deep seas. Write a story that lasts in the whole page before going to the mathematical part. You have participated in the right or the lower part of the brain, and you will see a strong impact on increased participation.
9. Get volunteers in math teachers a week for two months before testing is tested.
As a teacher or administrator, spend time in the autumn by organizing and organizing one day a week in February and March (just before the exam) to get volunteers to teach math in small groups. But what's good is that these volunteers do not need special math training if they are properly developed.
Start with a simple schedule. Each student has 10 skills that they have chosen to work during the lesson plan and have written down the classroom practice. Calls are made, special plans with system administrators are made and volunteers come in and assist students to answer 10 questions in the class with support. Schedule instructions once a week for two months before you test and see your score significantly improved.
10. Work with the emotions your students have for maths.
10a. Ask your students how they find math. Spend some time in the class regularly to get a better understanding of where they are. And just let them feel how they feel. If they want math, they like it. If they're bored, bring along. If your students can not resist math, you will reach much more ground by seeing their views than trying to prove they are wrong. As a teacher, this is difficult because we are so accustomed to trying to "fix" the situation and of course, of course, is bound to our student group. If our students get bored, we feel like we do not do the right thing. But the bigger truth is that there is an ebb and flow in all of us for the subjects we are learning. When boredom, frustration and negativity occur, try to understand it. Sometimes the class is a bit boring. It's ok Sometimes it will. And then, slowly, over years, build your compelling work in your categories so you'll be boring with excitement and joy.
10b. Go slowly. Changing the mathematical education policy is like trying to change the direction of big ships, especially when it comes to emotions. Even when everything is there where the changes take place, you must notice the momentum of the "ship" in the same old direction before you sense any real changes. This is part of the process. It took me three years to develop a uniform mathematics program in middle school and even we usually absorb it in old patterns. Good luck!