The document discusses effective teaching strategies for mathematics instruction. It provides quotes emphasizing the importance of teaching and lists research-backed instructional techniques. These include direct instruction, questioning, peer tutoring, mastery learning, and metacognitive strategies. The document also discusses using differentiated practices, problem-solving, study skills, and goal setting. It focuses on supporting all students and closing achievement gaps.

1. Math 7,8,9

2. “Teaching should be such
that what is offered is
perceived as a valuable gift
and not as a hard duty”
-A. Einstein

3.  “…the teacher has proven time and again to
be the most influential school-related force
in student achievement.”
-Stronge, 2007 ASCD
 “Teaching, not teachers, is the critical factor “
-Bartalo, 2012

5. Before
During
After

6. Before:
Our renewed Curriculum is based on a
common framework and is world-class.

8. ..and: How will I activate prior
knowledge? How will I engage
learners? How will I incorporate
mathematical processes? How will
I differentiate? What formative
assessment will I use? Do I need a
preassessment? What will I do
with kids that already know?

10. · Determine what belongs up front. - Since students spend most of
their days facing the front of the classroom, be very deliberate about
what you place on the walls up front. Make this primetime space
engaging, but not distracting. After all, all eyes should be on you, not
necessarily a colorful explosion of words and images that distract from
the core instruction at hand. Beth Lewis
http://ritzel.siu.edu/courses/443s/classroom/chalkboard.htm
http://www.ehow.com/how_7616186_use-chalkboard-
effective-teaching-tool.html

11. Good teaching begins with
clear learning targets from
which teachers select
appropriate instructional
activities and assessments that
help determine students’
progress on the learning
targets.
http://www.marzanoresearch.com/produ
cts/catalog.aspx?product=18
“I can”… http://supportingmath.wikispaces.com/M
athematics+Support+K-12

12. Broad Areas of Learning
Math Goals
Mathematical Process Standards
http://www.education.gov.sk.ca/math-
curricula

13. Group
Research and
Share
Concept
attainment
activity

14. http://www.worksheetworks.com/miscellanea/graphic-
organizers/frayer.html

15. http://www.livebinders.com/play/play/5
74194?tabid=f1fed886-6750-423e-9e90-
c80a83723e10

16. 
In your group, define elements of a strong
lesson.

17.  How do we allow students to freely
participate?
 Take ownership of their ideas
 Honour each others contributions?
 Understand that we need to make mistakes
in order to learn?
 Respect each others’ opinions and ideas?
 Listen and dialogue with respect?
 Persist?

19. http://www.schrockguide.net/assessment
-and-rubrics.html
http://www.rcampus.com/rubricshowc.cf
m?code=K43989&sp=yes&

21. What is effective instruction?

22.  Multiple differentiated practices 0.7
 Metacognitive Strategies 0.69
 Self verbalization and questioning 0.64
 Teaching through Problem Solving 0.61
 Teaching study skills 0.59
 Direct Instruction 0.59
 Questioning 0.46
 Peer Tutoring 0.55
 Mastery Learning 0.56
 Concept Mapping 0.57
 Worked Examples 0.57
 Goal Setting 0.56
 Advanced Organizers 0.41
 Matching Learning Styles 0.41
 Cooperative Learning 0.41
 Computer Assisted instruction 0.37
 Web based learning 0.18
• SPDU, Supporting Equitable Outcomes for all Students; Understanding and
Closing Achievement Gaps

25. “Success and Failure are not
episodes; they are trajectories”
(blatantly plagiarized! Sorry!)
What do we do when they don’t get it?
 Scaffolding: Model thinking, break down
problems, provide the solution ahead of time to
focus on process, start with easy steps
 Specify steps, model the steps, think
aloud, provide cue sheets, guided
examples, anchor charts
 Practice can offset cognitive overload by
transferring learning to long term
memory, creating automaticity and freeing up
cognitive processing for learning and problem
solving

26.  Guided notes
 Chunking information, including chunking
across problems
 Interleaving worked examples
Riccomini, 2012

27.  Summaries
 Collaborative constructing of
meaning, concept mapping
 Conversations around assessment, co-
creating criteria for assessment
 Gallery walk
 Group Hosting

28.  Planning for Learning
 Monitoring thinking and learning
 Reflecting on learning

29.  Thinking about how we think
 Our ability to be conscious of our own steps
and strategies
 Reflect on and evaluate our own thinking
 Students of all ages and abilities can do it
 Teacher supports it through establishing
classroom environment, allowing different
approaches, reminding students to focus on
learning, modeling metacognition
-SPDU

32.  Settingand achieving goals is linked to a
sense of satisfaction
 Leads to intrinsic motivation
 Improves motivation and engagement

34.  Multiple differentiated practices 0.7
 Metacognitive Strategies 0.69
 Self verbalization and questioning 0.64
 Teaching through Problem Solving 0.61
 Teaching study skills 0.59
 Direct Instruction 0.59
 Questioning 0.46
 Peer Tutoring 0.55
 Mastery Learning 0.56
 Concept Mapping 0.57
 Worked Examples 0.57
 Goal Setting 0.56
 Advanced Organizers 0.41
 Matching Learning Styles 0.41
 Cooperative Learning 0.41
 Computer Assisted instruction 0.37
 Web based learning 0.18
• SPDU, Supporting Equitable Outcomes for all Students; Understanding and
Closing Achievement Gaps

35. I am feeling…
 The most valuable thing…
 From here I can…
 I still wonder…

36.  Lets make a plan about a promise to
ourselves and our students
 Together lets develop a list of reminders;
things we’d like to walk by and notice every
day to remind us of thoughtful planning and
meaningful instruction.
 Leave this list with me.