Any Math Content

PROVIDE FOR INCLUSION – A You Question, Energizer, or Linking Strategy

Ask some personal, fun questions to get students interested and involved.

See “That’s Me” for suggestions; modify for grade/age appropriate.

IDENTIFY THE OBJECTIVES

Content Standard: Use any standard (for example: number sense, measurement, probability, etc.)

Collaborative: Think constructively, participate fully, assess improvement

Personal: Share personal interests, abilities, knowledge

IDENTIFY THE STRATEGY

That’s Me

After students share some personal information (ex: I enjoy sleeping in on weekends; I’m better at texting than at typing; I have plans to go to college, etc.) use content.

Examples:

I know what 366 is divisible by…
I know the factors of 32
I know what needs to be done first to solve ½ + ¼ =
I know a fraction equivalent to 3/8.
I can explain how to subtract 15 from 81

After students stand and say “That’s me” to the statement, choose one student to explain/elaborate. (If the chosen student is unable to explain correctly or completely, ask him/her to choose another student to help or complete the answer.)

Use this strategy for review before testing, review a lesson, or introduce a new concept (preview) or learning experience.

Ultimately, students develop, as well as answer questions.

REFLECTION

Content: Which questions were most difficult? Which do you prefer, developing questions or answering questions? (Which was more difficult? Why?) How did this help you to better understand, or review, key concepts?

Collaborative: What was your level of participation?

Personal: What did you learn about your classmates? What did you learn about yourself?

PROVIDE AN OPPORTUNITY FOR APPRECIATION

Invite statements, both personal and content related.

AUTHENTIC ASSESSMENT

Give each student a slip of paper and have each student develop a question for the “next time”; have students sign names to papers for accountability. Collect as the “ticket out” at the door at the end of class.

LEARNING COMPONENTS

Group Development Process
Cognitive Theory
Multiple Intelligences
Cooperative Learning
Constructivism
Reflective Practice
Authentic Assessment