Lots of paired work, group work, mini-demonstration lessons and student-led where the teacher acts more as the facilitator of learning. The teacher is on the move bouncing around tables and constantly observing, evaluating and giving students feedback as well as working with individuals, pairs or groups of students. I like to put the roll of the teacher to the students, no matter what their level.
Everyone is a math teacher in my class.
This helps to build confidence, especially for those students who think they are not good at math. If a student needs help solving a problem, first they consult the reference book, use their notes and try to work it out on their mini-whiteboard, second, they ask a student at their table. If they can’t help, they get up and ask a student at another table. They teach each other, and it is a beautiful thing to watch.
If that doesn’t work, they ask me and I teach mini-lessons, often bringing a few students to the carpet in front of the SMART Board with their notebooks and mini-whiteboards to solve a tough problem together. Sometimes I will ask for a student volunteer to teach at the Smartboard and explain the problem while I watch. This takes a bit of practice at the beginning of the year and a very good classroom management plan. In no time, they work effectively and sometimes they don’t even notice when the bell rings for lunch! You will not find the teacher in these lesson plans standing at the front of the class lecturing while 27 students look blankly ahead.
Math Differentiation Lessons using two groups:
Math SMART Board Lesson:
Self-correcting on Math Test-STUDENT SAMPLE:
Formal Assessment in Math, rather than just a number or grade, a standards-based grading system showing a list of learning objectives on this particular math test, tells parents and student areas of strengths (check mark) and weaknesses (approaches):
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