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Curriculum Compacting E-Learning Module Part 4
Curriculum Compacting E-Learning Module Part 4
Curriculum Compacting E-Learning Module Part 4
Curriculum Compacting E-Learning Module Part 4
Curriculum Compacting E-Learning Module Part 4
Curriculum Compacting E-Learning Module Part 4
Curriculum Compacting E-Learning Module Part 4
Curriculum Compacting E-Learning Module Part 4
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Curriculum Compacting E-Learning Module Part 4

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  1. + Part 4: 2 Key Instructional Strategies Small Group and Conferencing
  2. + Conferencing and Small Group Instruction Small Group Instruction Conferencing:  One-on-one  3-10 students  Brief  Lasts anywhere from 5-15 minutes  Opportunity to assess quickly  Includes modeling or guided practice  Provide a brief skill-lesson  Prepares students to take on a longer, more sophisticated task  Help student to set a goal When is conferencing the best approach in math? When is small group instruction the best approach in math?
  3. + A Word About Conferencing… Focus Points for conferencing include:  Reinforcing the lesson learning target by questioning students about their work  Promoting self-assessment  Guiding students to set goals for themselves as mathematicians  Providing strategies targeted instruction on problem solving  Promoting metacognition (“What did you have to think about to solve that problem?”)  Discovering students’ interests and learning styles and supporting their exploration of those topics
  4. + Modeling the Conferencing Process 1st: Ask student to tell you about his/her problem. 2nd: Ask student to show you his/her strategy and talk you through his/her process 3rd: Pay careful attention to the problem solving strategies the student is (or isn’t) using 4th: Ask open ended questions to get at mathematical thinking 5th: Introduce another problem solving strategy or help to develop one the student is using 6th: Guide the student to create a goal for continued work. 7th: Use a conference form to help track your interaction and goal (optional)
  5. + When high level students encounter challenge…  Do they have self-regulation and behavior problems?  Do they handle challenge as well as regular students?  Do they have self-mediated processes for grappling with difficulty, or are they used to everything being “easy”?
  6. + Use conferencing to teach autonomous learning skills… Problem? Try… I don’t understand the question or task. -Reread it slowly -Read it out loud -Read it with a partner and discuss what it means -Underline the important words; define the words and read again I understand the question or task, but don’t know what to do. Use a strategy I understood and completed the task or answered the problem, but don’t know if it’s -Complete a self-assessment form -Complete a peer assessment form -Compare your solution with a partner -See if you can solve it another way and get the same -Draw a picture or a diagram -Make a list -Make a table -Break it into small parts and do those -Find a pattern -Act it out --Guess and check (experiment) -Work backwards -Write a number sentence -Change your point of view
  7. + I tried to solve it on my own but I’m stuck! Choose another task on your choice board. Consider creating a chart of math enrichment options for your regular students as well (in many cases, this chart could be the same!) Choose from the list of other activities if your choice board is done. Ways to move on… Make sure you have completed a self or peer assessment for three items on your choice board. Write in your reflection log about your work so far.
  8. + Watch Video #4 Then debrief…  What student needs are fulfilled most by conferring in math (brief one-on-one coaching)?  What student needs are fulfilled most by small group instruction in math? (Bonus question: When should you use guided instruction and when should you use direct instruction in small group)?

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