Accelerating Math Achievement ~Teacher Expectancies~

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Accelerating MathAchievementTeacher
Expectancies

• Bill Hanlon

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Answering the Question
 What are you doing to help my child learn?
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Rules in Mathematics

• Dont make sense!

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Good News!

• Teachers are already employing many of the best
  practices needed to increase student achievement.

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Components of an Effective Lesson
Before presenting a lesson, refer to the
assessment blueprint for the unit. Introduction
 Daily Reviews    Daily Objective   Con
cept and Skill Development and Application  
Guided / Independent / Group
Practice   Homework Assignments
   Closure  Long-Term Memory Review
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• Build on Strengths

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Whats needed?

• Refinement Reinforcement
• of those practices.

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Quiet Conversions
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Best Practices

• Relentlessly supporting best practices will
  eventually crowd out poor instructional
  strategies.

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Leadership

• Lead by demonstrating success in classrooms where
  teachers will modify their instruction to
  increase student achievement.

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Overview of Professional Development

• Two standards
• Common sense
• My kid

• Increase student achievement by addressing
• Content
• Instruction
• Assessment

• Two premises
• Testing drives instruction.
• Teachers make a difference teachers working
  together make a greater difference.

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Build Trust Confidence

• Students will work for teachers for no other
  reason than loyalty.
• Law of Reciprocity

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Structures that support increased student
achievement

• Components of an Effective Lesson
• Teacher Expectancies
• Backward Assessment Model (BAM)

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Increasing Student Achievement

• No simple answer-
• what works is work

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Its about you!!!

• You cannot and should not depend on products,
  programs or services to address the needs of your
  student population, close the achievement gap or
  increase student achievement.

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Actions follow beliefs

• 10 simple 2-letter words

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• If it is to be, it is up to me

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2 Standards

• My Kid
• Common Sense

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My Kid Standard

• Treat the kids in your school or classroom the
  same way you want your own kids treated.

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Common Sense Standard

• Appeal to teachers common sense and experience,
  do not get into a citation battle.

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Learning

• Students learn best when they are given feedback
  on their performance and praised for doing things
  well

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Student-Teacher Relationships

• Treat your students the way you want your own
  children treated.
• Build success on success.
• Talk to your students. Be friendly.
• Talk positively to your students about their
  opportunity to be successful.
• Call home early with information and good news.
• Make testing as much a reflection of your
  instruction as their studying.
• Teach your students how to study effectively and
  efficiently (visual, audio, kinesthetic,
  concentration time).
• Tell them you like them.
• Go over expectations explicitly and give
  examples.
• Build trust, make sure they know you are there
  for them by telling them you are.

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Success on Success

• Success on Success
• Teach students how to learn effectively and
  efficiently.
• auditory
• visual
• kinesthetic
• Concentration times

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Expectation - Goals

• Being the best!
• What does it take to be the best?
• What are you willing to do?

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Math Wars

• Its not traditionalist vs. constructivist,
  students need to get the whole picture.

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Balance
Balance in mathematics has been defined as

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• Vocabulary Notation
• Concept Development Linkage
• Memorization of Important Facts Procedure
• Applications
• Appropriate Use of Technology

 Balance should be reflected in assessments and
in the delivery of instruction.
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Vocabulary Notation

• There is no more single important factor that
  affects student achievement than vocabulary and
  notation

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Vocabulary

• Find the degree of
• 4x2y3x5

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Vocabulary

• Best Bet?
• Bet A
• Probability of winning is 3/5
• Bet B
• Odds of winning 3 to 5

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Language Acquisition

• Double meanings
• area
• volume
• operation
• power
• mean
• feet
• product

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Content - Instruction

• What you teach affects student achievement
• How you teach it affects student achievement

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Subtraction
5 1 15 6 8 8 14 6
13 5 9 2 15 9 7 1
14 5 16 9 4 4 10 4
6 2 12 4 10 3 6 3

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When will I ever use this?

• Pythagorean Theorem
• Parabola
• Circumference

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Knowledge, Interest, Enthusiasm
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Use simple straight forward examples that clarify
what you are teaching. Do not get bogged down
in arithmetic.
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Multiplication

• by 11
• by 25

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Concept Cards

• Concept
• Variation

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Leading the department

• Leaders make sure all department members know
  what and how material is assessed and what a good
  answer looks like.
• Leaders make sure all members teach and assess
  the standards on high-stakes tests.

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Different Ways to Measure the

• Same Standard

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Finding Measures of Central Tendency

1. Find the mean of the following data 78, 74, 81,
   83, and 82.

2. In Teds class of thirty students, the average
on the math exam was 80. Andrews class of
twenty students had an average 90. What was the
mean of the two classes combined?
3. Teds bowling scores last week were 85, 89,
and 101. What score would he have to make on his
next game to have a mean of 105?
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Finding Measures of Central Tendency
4. One of your students was absent on the day of
the test. The class average for the 24 students
present was 75. After the other student took
the test, the mean increased to 76. What was
the last students score on the test?
5. Use the graph to find the mean.
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