Make Instruction More Effective Part 1.

 

At anytime of the year, we as teachers often need to adjust the testing routine, work on eliminating math anxiety, creating an environment that encourages mistakes, and develop critical thinking skills.  Although we often want to make changes in time for the new school year, changes can be made at the beginning of a semester, quarter, or after a break.

One of the big things teachers face are students who believe they cannot do math or are not born with the math gene.  One way to check their beliefs and help to change them is to ask students to write a math autobiography where they answer questions such as "How do you feel about math?" or "How did your relationship with math change overtime?" and then asking them to share answers with each other. Furthermore, it is best if teachers eliminate comments about something being easy because it can demotivate them and they are less likely to ask questions to clarify their understanding.

Next, think about engaging students as soon as they arrive in the classroom. To do this, have a warm-up, bell ringer, math riddles, or challenging brain teaser.  The brain teaser might be having students begin with a cross and then ask them to draw two more lines to intersect or cut the cross to form the most number of pieces.  On the other hand, a math riddle might be something like "You have two coins that equal 30 cents but one of the coins is not a nickel so what are the coins?". Both brain teasers and riddles require students to problem solve and think critically. 

Then think about ways that students can show what they learn in ways other than by taking a test especially as they are tested quite regularly though the school year.  Instead of testing, give frequent, short assessments that are made up of current and past topics so they have to retrieve information.  Give this type of assessment every two weeks just as a way of checking on students but they don't need to be graded. However, the teacher should note mistakes and change instruction accordingly.

If you do have to give tests, allow students to discuss material on the test before beginning it.  One way to keep them from starting the test is to have students place their pencils on the floor, and then spend about 5 minutes to talk about the problems they see.  

As far as mistakes go, it is best to let them make mistakes while giving them the opportunity to discuss mistakes with others can better place the information in their brains. Use mistakes as part of a class activity by dividing the class into small groups, then identify and reflect on common mistakes.  One does this by dividing the class into small groups, they are asked to generate a problem and solve it incorrectly. Next the groups rotate and they must identify the mistake made by the other group and solve the problem correctly.  Then students rotate again and they have to identify the mistake of the first group and how the second group corrected the problem.

In addition, try the which one is more right by presenting two incorrect problems - one conceptually incorrect and the other is incorrectly calculated - and ask students to determine which problem is more right.  By doing this activity, they have to think about nuances in problem solving.

I think this is enough for today.  Come Monday, I'll provide more suggestions.  Let me know what you think, I'd love to hear.