TransMath Alignment to Marzano s 9 Effective Teaching Strategies
Marzano s 9 Effective Teaching Strategies High yield overview of TransMath TransMath TransMath provides the balance between conceptual understanding and adequate procedural knowledge in foundational math skills Systematic, distributed practice across time giving students many opportunities to practice skills and concepts, avoids redundant or irrelevant practice and fosters in depth mathematical learning Understanding the needs of the students and how to select appropriate lesson activities to influence student understanding is a critical part of implementation Identifying Similarities and Differences The ability to break a concept into its similar and dissimilar characteristics allows students to understand (and often solve) complex problems by analyzing them in a more simple way. The ability to break a concept into its similar and dissimilar characteristics allows students to understand (and often solve) complex problems by analyzing them in a more simple way. Teachers can either directly present similarities and differences, accompanied by deep discussion and inquiry, or simply ask students to identify similarities and differences on their own. Expanded math Estimation Problem Solving TransMath interweaves similarities and differences throughout lesson through the following: Using of expanded addition, subtraction, multiplication to break the concept into smaller steps Providing multiple visual models to explain the concept, often demonstrating a different model that still develops the concept Using strategies for estimation Providing opportunities for students to apply skills and solve problems in various ways clearly demonstrating that there is one correct answer, but often numerous strategies to reach that answer Simplifying problem solving steps Comparing and contrast geometric shapes Assessing understanding through questioning techniques part of the overall structure of and philosophy behind the program
Summarizing and Note Taking Summarizing and note taking can carry a percentile gain of 34 points on student achievement. Using summary frames help students have a specified process in summarizing the information learned. The Narrative Frame The Topic Restriction Illustration Frame The Definition Frame The Argumentation Frame The Problem/Solution Frame The Conversation Frame In TransMath teachers use explicit instructional techniques assessing understanding through questioning techniques is part of the overall structure and philosophy behind the program. The use of summarizing and note taking occur in the following: Creating simple presentations from group problem solving activities Writing and summarizing answers in Interactive Text During warm up the teacher listens and monitors student work and go over correct answers Using the instructional technique of guided practice plus is used to introduce new concepts then checking for understanding with questions and having students solve problems on the board or overhead. The Problem Solving strand questions are asked to solicit background knowledge. During this strand, the teacher actively moves from group to group checking on progress and student thinking Reciprocal Teaching involves summarizing and can be included as an example as well. Note Taking should be considered a work in progress and periodically added to when new information is given. They should be used as study guides for the test and the more the better. Reinforcing Effort and Providing Recognition Reinforcing effort and providing recognition can carry a percentile gain of 29 points on student achievement. Praise for accomplishing higher level tasks motivates students, directing reinforcing effort. TransMath supports teachers in order to establish and utilize the following within the classroom: Hold high expectations Display finished products Praise students effort Encourage students to share ideas and express their thoughts Honor individual learning styles Conference individually with students
Homework and Practice Homework and practice can carry a percentile gain of 28 points on student achievement. Homework must articulate clearly the purpose and outcome. It can be used for practice or preparation and elaboration. Practice must happen in two ways, massed and distributed. The first four sessions are crucial as students gain 47.9% toward 80% mastery of skills. The next four sessions of correct practice adds another 14% toward competency. TransMath gradually releases the responsibility of learning to the student through direct, explicit instruction. By doing so, students are able to practice and complete homework when assigned: Each lesson ends with a homework assignment to give opportunity to extend their learning Reviews what was taught in the lesson crucial for intervention Problem Solving provides the students the opportunity to apply and practice the number sense skills in a rich grade level problem solving experience. Allow students to display mastery of concepts Provides teachers with the tools for adjusting the pace and/or instruction to meet individual student needs Problem Solving page, either individually, in pairs, or as a class, the Teacher Guide provides demonstration and/or discussion points to help facilitate learning. Many times there is a concluding discussion after students finish the Problem Solving Activity to help solidify their learning. Ask questions and solicit student to student interaction during the instruction portion WE DO. Nonlinguistic Representations Nonlinguistic representations can carry a percentile gain of 27 points on student achievement. Nonlinguistic representations can include graphic organizers, making physical models, generating mental pictures, drawing pictures and pictographs, and engaging in kinesthetic activities. TransMath employs a multisensory approach in teaching students math. By utilizing all the pathways to a student s brain, learning increases and students retain what they have learned. Lesson activities address different modalities: auditory, visual, and kinesthetic by utilizing visual templates, such as place value and fraction templates and blackline masters Manipulatives and other tools give students concrete modeling experiences to zero in on understanding at the conceptual level. Students have the opportunity to explore the motivational technology suite that targets specific student needs
Cooperative Learning Cooperative learning can carry a percentile gain of 27 points n on student achievement. Cooperative learning has three main categories: 1. Informal 2. Formal 3. Base groups Setting Objectives and Providing Feedback Setting objectives and providing feedback can carry a percentile gain of 23 points on student achievement. Generating and Testing Hypotheses Generating and testing hypotheses can carry a percentile gain of 23 points on student achievement. This strategy has six ways to generate and test hypotheses: System Analysis: Students predict what would happen if part of the system changes. Problem Solving: Students develop various solutions they think might work. Historical Investigation: Students construct plausible scenarios for events from the past, about which there is no general agreement. Invention: Invention is a process that involves development of an idea, then test it to see if it works. Experimental Inquiry: Students predict, experiment, and explain results to determine what would happen. Decision Making: Students reflect on and use a broad range of knowledge related to the topic. TransMath integrates cooperative learning through the following: Many of the lesson activities require the use of cooperative groups and student interactions and classroom dialogues Problem solving strand of each lesson require the use of cooperative groups and student interactions and classroom dialogues to evaluate different approaches to a solution Group engagement Scaffolded instruction modeled and practiced in each lesson TransMath provides objectives for each lesson and every step of the way. Placement tests provide districts with accurate measurement for placement Pre/post test data ensure students receive instruction that matches learning needs Teachers use informal assessment through discussions, observations and listening to student dialogue and conversations and uses multiple sources from workbooks, journals, and hands on activities to provide feedback Teachers articulate and display learning goals Ongoing progress monitoring and assessments ensures that teacher feedback is immediate, specific and corrective TransMath has generating and testing hypotheses embedded throughout each lesson Each lesson is concluded with problem solving strand where students apply a variety of concepts to solve problems Students are encouraged to evaluate different approaches to a solution Thinking processes developed through classroom discourse
Questions, Cues, and Advanced Organizers Questions, cues, and advanced organizers can carry a percentile gain of 22 points on student achievement. Questions, cues, and advanced organizers should illicit inferences and should be focused on what is important, not unusual. In TransMath, assessing understanding through questioning techniques is part of the overall structure and philosophy behind the program In the warm up the teacher listens and monitors student work and go over correct answers Instructional technique of guided practice plus is used to introduce new concepts then checking for understanding with questions and having students solve problems on the board or overhead. Questions focus on the heart of the concept the things that are really important and allows students to construct a rich conceptual understanding. Problem solving strand questions are asked to solicit background knowledge, during this strand, the teacher actively moves from group to group checking on progress and student thinking