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Math Alliance – Scaffolds May 18, 2010

Math Alliance – Scaffolds May 18, 2010. Case study groups. Group: Clarify the assignment due June 1 Each person please share What you have done so far What scaffolds or supports you have used, either in assessment or in instruction What you have learned about your student

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Math Alliance – Scaffolds May 18, 2010

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  1. Math Alliance – ScaffoldsMay 18, 2010

  2. Case study groups • Group: Clarify the assignment due June 1 • Each person please share • What you have done so far • What scaffolds or supports you have used, either in assessment or in instruction • What you have learned about your student • What you would like feedback on • What you need to do by June 1

  3. Strategy Poster Cautions • Some do better when told than shown • Still have to match problem with strategy • Need instruction in how to use posters • Need to limit number of strategies but this limits choice • Can become too procedural if students did not understand strategy originally • Can be overwhelming

  4. Strategy Posters • Suggestions for some • Pictures • May need their own or a poster placed very close to their seat • Limit words • Watch color – can help or hinder • Number steps • Keep uncluttered • One strategy only – or separate posters

  5. Strategy Posters • Highlight vocabulary • Watch examples • Watch that they are not too procedural • Limit the language • Need instruction in and modeling of using posters

  6. K-W- (L) Charts • As a group • Write on the K • Write on the W Put your names by any K’s you would like to share in a later class • At the signal • Do the same thing on the next poster You will write on four posters.

  7. Cue Cards for Multiplication

  8. Why Cue Cards? • Difficulties with: • selecting the correct operations • choosing the relevant information • difficulties in understanding the language • remembering correct operations • retrieving learned information • spatial relationships • visual imagery Stolen from Ellen Grissom, 2009

  9. Taken from Xin, Jitendra, and Deatline-Buchman, 2009

  10. How to translate that for your students: • Read to understand the problem • Identify the problem type • Draw a schema diagram to represent the problem • Turn the diagram in to a math sentence • Solve the problem • Look back to check. Stolen from Ellen Grissom, 2009

  11. So… • As we go through the math tonight, keep the idea of cue cards in the back of your mind. • Think about: • What information do students need to know? • How can you guide them to find this information? • What would be the most efficient and effective way to display this information?

  12. Cue Cards for Multiplication(continued)

  13. How to translate that for your students: • Read to understand the problem • Identify the problem type • Draw a schema diagram to represent the problem • Turn the diagram in to a math sentence • Solve the problem • Look back to check. Stolen from Ellen Grissom, 2009

  14. 2 Different Multiplication Problem Types • Multiplicative Comparison • “Guy and Vito both cut grass last weekend. Vito made $12 dollars which was 1/3 as much as Guy. How much money did Guy make?” • Proportion • “If it takes 3 eggs to make 20 cupcakes, then how many cupcakes can be made with 12 eggs?”

  15. Activity • Create cue cards for your case study student • Include: • Steps to follow • Examples • Helpful diagrams • Make sure to create cards that address the needs of your student.

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