Monday, March 16, 2015

March 16 | Singapore

I did a brief presentation to some tutors teaching in the RoPE Programme in Mendaki.

Teaching Word Problem to struggling learners

I demonstrated a way to cultivate habits - read, understand, do as opposed to reading the entire story and be overwhelmed.

Fraction - an area of difficulty for struggling learners.

I talked about denominator as a noun.

RoPE tutors are managed by Zenitant Pte Ltd.

March 16 | Singapore

This seminar is for schools in Singapore that use New Syllabus Mathematics Series. In the first of two sessions we are have for them this year, we had a general discussion on lesson structure, learbing well and mathematical models in three topics.

Slides to come 

March 11.12 | Connecticut (Westport)

With colleagues from Westport School District

Presentation Slides to come  

Monday, March 9, 2015

March 9.10 | Connecticut (Greenwich Public Schools)

Slides are here.

We open with some international comparative achievement tests data.

For the Grades K-3 session, the morning was devoted to studying the complete lesson structure

1. Anchor Task
2. Journaling
3. Reflection
4. Guided Practice
5. Independent Practice

How does the first thirty minutes look like?
How do we do an Anchor Task based on a Learn in a textbook
We also see how to select one of the three Learns in a textbook and use the other two as Reflection.

In the afternoon we saw three models of teaching word problems including those that focuses on calculation and bar models.

Slides for Grades 4-8 Session are here.

We looked at the three-part lesson structure and the different ways to teach word problems - problem posing, rewrite word problems told orally in one' sown words, presenting. word problem sentence by sentence and modeling reading word problems - we saw examples of each.


Saturday, March 7, 2015

March 7 | Alexandria

We had sessions on Anchor Tasks and Guided Practice, both of which are learning activities as well Chalkboard Writing and Mathematics Journal.

The slides are here.

We had a side discussion on assessment. For Math in Focus users, the way the Chapter Tests and Mid-Year Examinations and End-of-Year Examinations are set up are not consistent with parental expectations because of differences in the grading system in Singapore and the US. MiF Trainers found that the proportion of unusual / challenging problems in different chapter tests are different, sometimes more, sometimes less. So in a test with five points for those problems, students get 20 when he is good on all tasks except novel items. On another test, only 2 points are allocated, this student gets 23. The measurement differs by 3 points on a 25-point test. That's a difference of more than 10%.

We discuss one way to overcome the problem.



March 6 | Danbury

Thursday, March 5, 2015

March 5 | Danbury



Day 1 Slides are available here.
We focused on teaching problem solving rather than teaching to solve a problem. We looked at classroom practices and teachers actions to cultivate mathematical practices.

We looked at  grade five word problem and a grade four lesson on addition if unlike fractions. We also looked at a grade one subtraction lesson and a kindergarten lesson on triangle and a pre-kindergarten lesson on counting small numbers. We ended the day with a lesson on word problem for grade two.

The key focus is on the use of a single problem (Polya) solved over an extended period of time (Piaget). The students work in groups (Vygotsky) using concrete materials and visuals (Bruner) and explain their ideas in a whole class discussion using informal language (Dienes). The focus on concepts and conventions on top of just knowing the procedures in mathematics (Skemp) was demonstrated.