Estimation

Strategies

I mentioned earlier the integration of math and language arts/reading for this curriculum unit. According to Marzano's research information, there are certain kinds of strategies that consistently positively impacted learning. The strategies are ranked according to their impact on student achievement. They are as follows: similarities and differences, summarizing and note taking, reinforcing effort and providing recognition, homework practice, nonlinguistic representation, cooperative learning, setting objective and providing feedback, generating and testing hypothesis, cues, questions and advanced organizers. I will describe briefly each strategy that will impact student learning.

To identify similarities and differences, the students will use Venn diagrams or charts. They will compare, and classify. To promote comprehension skills, I will ask students to write their analysis in their own words. I will ask the students to clarify (ask questions) and make predictions. Students should take notes of important information. Research states that taking more notes is better than fewer notes. Effort and recognition tell about student's attitude and belief. Both are important. One way of doing this is to write their thoughts down, reflect on them and make a mathematical analysis. It is more important to recognize a student's achievement than to get awards. Homework and practice are strategies used to extend learning outside the classroom. Nonlinguistic representation is stimulating to brain activity. In order to present a relationship, I will use words, images and physical models. Cooperative learning is allowing students to work in groups to process, be social with one another and accountable to the completion of the given task. I set objectives or goals for the concept and allow the students to identify areas of interest to them. I ask students to make predictions/conclusions and explain them. Cues, questions and organizers help students further enhance their learning. When asking questions, I often like to pause briefly to allow students to analyze and explain their answers well.

This is an example of one of my strategies. I will use an interactive bulletin board. I like using interactive bulletin boards outside my classroom because they generate my students' curiosity. An interactive bulletin board is a board with pictures, questions and answers written on index cards. When a student reads a question, he/she can pick up a card and put the answer beside the question. A sticky note and a pencil are available at the bottom of the bulletin board. Students who respond to the interactive bulletin board write their names and homeroom teachers. At the end of the day I put the names in a box. After teaching the lesson or the concept, my students and I go through the questions and answer them. The students will explain why each answer choice is correct. After the explanation or class discussion I will pick a name from each class and check their answers. The winners will claim their prizes from the treasure chest. This is how I create my interactive bulletin board. Whenever I teach a new concept I work on the interactive bulletin board display outside my classroom wall.

When teachers have a linguistically diverse classroom, reading, aloud each problem or direction can allow the students to draw or illustrate any key vocabulary word they might have trouble reading.

Another application that helps the students improve their estimation skills is writing in their interactive math journals. Students write on their journals after learning a new concept. They use two pages, the right and the left, for journal writing. The left page is for the student input and the right page for the teacher input. Student input's page is when students write what they learned on the new concept or use graphic representation to show their work. Students' thoughts are written down. Also, the math journal helps the students reflect or evaluate on their areas of success or difficulties. A teacher's input page is on the right side of the paper. The students write the important vocabulary words or the answers to the questions/problem. This is a guided activity with my students. The teacher writes notes down on the board and the students copy those notes on the right hand side of their interactive math journal.