Warm – up (In pairs)

1. Warm – up (In pairs) Hannah and Ted are playing a game. They toss a fair coin and if it comes up heads, Hannah wins, and if it comes up tails, Ted wins. The first one to get ten wins earns $100. When the score is Hannah 8 and Ted 6 the game must be halted for Hannah and Ted to return to SE355 class. What is a fair distribution of the $100? If you don’t know how to do this mathematically, make a guess.

2. Motivation and Effective Lessons The student will learn additional strategies for motivating students and for making their lessons more effective.

3. Introduction“Motivation Counts”Chapter 1 Motivation through the classroom routine. We have already covered this on what is good teaching. It is also pertinent to planning effective lessons and classroom management. We will revisit it and you should reread it before the midterm and before the first day we discuss classroom management.

4. Introduction“Motivation Counts”Chapter 2 Motivation through good questioning techniques - This chapter was covered when we discuss that topic in class.

5. Introduction“Motivation Counts”Chapter 3 Motivation through homework and test - This will be covered when we cover those topics later. It will be assigned to read at that time.

6. Introduction“Motivation Counts”Chapter 4 Helping students understand the abstract - This chapter is useful in helping the beginning teacher anticipate where students will have trouble learning and in using proper counter examples. Read it soon.

7. Introduction“Motivation Counts”Chapter 5 Questions and problems that motivate - Relates to chapter 4 from Posamentier on problem solving. It will be assigned to read at that time.

8. Motivation WHAT is motivation? It is an appeal to the needs and interest of students. It is an attempt to channel student energy and interest into the learning process. • Extrinsic motivators - token economic rewards, peer acceptance, avoidance of punishment, praise for good work, and others. • Intrinsic motivators - self fulfillment, curiosity, societal needs, and others.

9. Motivation WHY do we work so hard at it? • It makes the learning process significantly easier and profoundly more effective. • It helps eliminate behavior problems and makes mathematics more interesting to a greater number of students.

10. Motivation TECHNIQUES. Posamentier presents eight techniques for motivating students in a mathematics class. They are not meant to be an exhaustive set of techniques. • Indicate a void in the student’s knowledge. • Present a challenge. • Show a sequential achievement. • Use recreational mathematics. • Indicate the usefulness of a topic. • Tell a pertinent story. • Get students actively involved in justifying mathematical curiosities. • Use teacher made or commercially prepared materials.

11. Summary on Motivation The motivation should - • be brief. • not be overemphasized. It is a means to an end. • elicit the aim of the lesson from the class. • be appropriate for the class’s level of ability and interest. • draw on motives actually present in the learner.

12. REMINDER Part two of the text has 125 motivational devices.

13. More Effective Lessons TECHNIQUES. Posamentier presents eight strategies for making math lessons more effective. They are not meant to be an exhaustive set of strategies. • Tree diagrams of branching to enumerate possibilities. • Paper folding or cutting. • Drawing a picture. • Recognition of a pattern. • Use of the overhead projector. • Math models or manipulatives. • Extending familiar concepts. • Graphing calculators and other technology.

14. Handouts • If not previously done pass out the handouts on: • Super Bowl, and • A Review Game.

15. Assignment Read Chapter 4 Posamentier and Johnson Chapter 5.