Implementation Strategies

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Implementation Strategies

• ONE COMPUTER and DATA PROJECTOR
• Whole class lesson with mixed ability groups
• Model use of manipulatives
• Problem-solving approach
• Multiple representations of mathematics concepts

• COMPUTER LAB
• Student to computer ratios of 31 to 21
• Differentiated instruction
• Inquiry based learning
• Flight Plan Strategy

• COMPUTER POD
• 2 to 5 computers in a classroom
• Guided math groups
• Differentiated instruction
• Flight Plan Strategy
• Math Circles

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Best Practices in Mathematics

• Working with Manipulatives
• Concrete to Abstract (through Pictorial)
• Multiple Representations
• Incorporating Literacy Strategies(Listening,
  speaking, reading, and writing)
• Problem-Based Learning

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Learning with the Computer

• Computer Assisted Instruction (CAI)
• vs.
• Computer Managed Instruction (CMI)

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Computer Assisted Instruction

• Incorporates software into planning for long
  range unit plans and daily lessons
• Useful as a resource tool
• Not limited to a sequential order of progression
• Concept-based vs. skill-based
• Connections to big ideas

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Whole Class Implementation

• Options
• Single computer and data projector
• Single computer and large screen TV
• Interactive whiteboard
• Presentation Modes
• Teacher as facilitator
• Student driver strategy

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Whole Class Lessons

• focus on big ideas of a topic
• link topic to real world situations
• encourage the use of whole class interactions
  such as discussion and questioning which expand
  student learning
• provide opportunities for student reflection/
  questioning in writing (journaling, math daily
  sheets, math diaries)

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Questions to Help Write A Math Journal

• What big ideas did I learn?
• How did I know it was a big idea?
• What connections did I see?
• What ideas reminded me of other mathematical
  ideas I know?
• What questions do I still have about these ideas?
• What illustration(s) helped me to understand the
  idea(s) and why?
• Have I or anyone I know seen or used any of the
  ideas outside of school? How might I use these
  ideas?
• What idea(s) did I find most difficult to
  understand and why?

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Whole Class Lessons

• encourage the use of math talk and promote
  mathematical reasoning
• provide opportunities for students to develop
  note-taking strategies

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Sample Note-taking Sheet

• Topic __________________________________

Notes Illustrations Relate/Reflection
In this column, students are expected to write in point form. These points should highlight the big ideas and provide supporting detail. In this column, student are expected to record any illustrations, graphs, charts, etc. that they feel are important. In this column, students are expected to record any questions they have. They are also expected to record any connections they see to other topics or ideas in mathematics or other subjects.
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Whole Class Lessons

• introduce manipulative-based strategies (used in
  conjunction with concrete manipulatives)
• provide students with a different entry point
  into a concept by offering a more visual and
  interactive mode of presentation
• provide opportunities to highlight concepts that
  are causing everyone in a class difficulty.

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Working with Manipulatives

• Understanding Fractions
• Section 1 The Meaning of Fractions
• Topic Parts of a Tangram
• Sub Topic Example 1

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Concrete to Abstract and Multiple Representations

• Understanding Algebra
• Section 4 Patterns, Formulas and Substitution
• Topic Patterns . . . Toothpicks
• Sub Topic Exploration

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Literacy Connections

• Reading for meaning
• Locating and recognizing main ideas
• Locating and recognizing supporting details
• Reading pictures, diagrams, charts, and tables
• Acquiring vocabulary through context
• Recognizing and following sequences
• Predicting
• Using key words
• Recognizing significant details