Evidence Based Math Instruction Part 1.

Evidence based math instruction is quite the same as data driven instruction even though it sounds like it.  Evidence based math instruction is defined as practices and strategies that have been identified as the most effective ones based on rigorous research.  Based on the results, it appears that students have positive math outcomes, provides data to show improvement, fewer wasted resources and less wasted time, and it is easier to convince students to use a program. 

There are four suggested strategies to use in class to help all students learn at all grade levels and abilities. The first element is to use explicit instruction with cumulative practice. This is because explicit instruction models a skill, has the teacher verbalize their thinking, and uses both guided and independent practice.  It should include both the new skill and previous skills learned.   It allows students to see how the process works.  

Research shows that using explicit instruction helps students improve their ability to perform operations and to solve word problems. One reason explicit instruction works is because students see exactly what they have to do and it keeps the older skills fresh in their minds.  In addition, it helps students to develop a working memory so they are able to quickly retrieve information.

Students should know exactly what the goal is for the lesson.  Teachers should include "Do now" at the beginning of class to revisit the skill they learned the previous day.  When teaching the skill or strategy, use crystal clear explanations and provide multiple examples showing more forms of the problems.  Instead of always teaching a linear equation as x + 2 = 7, show it as 7 = x + 2 or 2 + x = 7 so they understand they are all the same problem.  Always use think alouds so students understand the thinking behind solving the problems.  

Rather than always calling on one student, think about using choral responses, stop and jot, or thumbs up thumbs down.  If you 've never used stop and jot, it is a technique where you have students stop and jot down what they are learning at that point in the lesson to check for understanding.  Always, always, always, include problems dealing with a previous skill and finally, give students immediate feedback.

The next technique is to provide a visual representation of the skill or strategy because it allows the students to "see" the math.  A visual representation might be a number line, a tape or bar model, picture, graph, manipulatives or graphic organizer.  These help students understand abstract concepts better. One reason visual representations work is because they remove language barriers.  In addition, if students create the visual representations, they are showing their understanding of the skill or strategy.  In fact, research shows that students who are able to create accurate representations are six times more likely to solve word problems accurately.

Teachers need to teach students to use the different types of visual representations.  It is also important to encourage students to use visual representations to show their thinking.  In addition, the teacher should introduce and show the new skills using visual representations. Then model the concepts and skills using numbers, variables, and symbols. 

On Wednesday, I'll share the other two techniques.  I hope you find them useful.  Let me know what you think, I'd love to hear.  Have a great day.