How to Maintain Active Ongoing

Student Engagement in Relatively Large

Middle School Math Classes

Presenters:Krystal Reeves & Linda Law

Goals of this Session To share with you our stories of teaching

large middle school math classes

Give you practical and research based tools and strategies of how to maintain active student engagement in relatively large middle school math classes

Let’s begin with an engaging activity

Math Musical Chairs

Directions Choose a Partner. Determine who will battle in musical

chairs (you must switch out between rounds).

When the music begins, walk around the perimeter of the chairs.

When the music stops, you must sit in a chair.

Answer the given question. If you are eliminated from the game, you

still must answer the questions. Anyone can win. The last team to remain standing will receive 20 extra points. Each question is worth 10 points.

The team with the most points wins.

Question 1

Factor x2 + 7x + 12.

Question 2

How many faces does a pyramid have?

Question 3

What is the name of this mathematical symbol?

 

Question 4 Given the graph, determine the roots to following

quadratic equation.

Question 5 Solve the inequality.

>10y6-

Question 6Is it a function?

A.

B.

Question 7 What is the solution set for

6z + 5 > 35 ?

Question 8 Simplify.

42 35 24

43 35 22

Question 9Which property is illustrated

by

(2+3) + 4 = 2 + (3+4) ?

Question 10 Solve the following factorial.

4!3! (4 – 3)!

Bonus Round QuestionSolve the system of linear equations.

-2x + 3y = 83x – y = -5

What constitutes a Relatively Large Class?

Table Talk – 1 minute

Discuss with your neighbor(s) your perception of a relatively large class?

What is considered a large class size is different for everyone.

ResearchLarge classes are often perceived as one

of the major obstacles to ensuring quality education. They are a reality in many schools and many countries, often as a direct result of inadequate funding and the absence of political will to provide a sufficient number of teachers and classrooms that would ensure a quality education.

--UNESCO Asia and Pacific Regional Bureau of Education

Our Stories I was given a class of 36 seventh grade

students. (1st Period of every day) There weren’t enough desks. I stood the entire class period. I was emotionally, mentally, and physically drained by the end of the day. My students’ parents had strong concerns. I needed help.

What will Teaching Large Classes Force You to Do?

Improve your organization and managerial skills

Improve Your Interpersonal Skills

Improve your Teaching and Presentation skills

Improve Your Evaluation of Student Learning

Organizational and Managerial Skills for Large Math Classes

Effective on-going student engagement CANNOT take place where rules and

procedures have NOT been established.

Organizational and Managerial

Stress to students the value of cooperation and consideration

Be Consistent with your Class Rules

Establish Procedures for:

• Distributing Materials• Students Turning in Papers• Grading Papers (Procedural vs. Correct

Answer Grading)

What are the Non-Negotiables? – You must show work

Transitions

Administrative Support

EngagementLet’s take a look at some engaging interactive

techniques.

Scenario 1 - ActivityYour 1 - 3 period classes each have 35 students. Your classroom can only hold 30 desks with a teacher desk. Part IHow would you structure your classroom to: 1. Maximize Space2. Facilitate Movement3. Ensure that all learners are comfortable

Create a model for your solution. Be prepared to share out.

Scenario 1 -ActivityPart IIEstablish a routine for distributing and turning in assignments.

Teaching and Presentation Skills

for Large Math ClassesLesson Planning

Effective on-going student engagement CANNOT take place without proper planning.

Lesson PlanningWhen planning Consider these things:

Most middle school students struggle with computation and basic math skills. Diagnose where your students are and help them get to where they need to be.

Don’t just lecture. Expose students to a variety of teaching and assessment methods.

Use technology to support your strategies.

Something to think about: What equipment/technology is available for everyday use in your class? ( Please include the technology you refuse to use.)

Lesson Planning Establish Thematic Days

Monday - Independent Practice (Procedural) Walking around with ink stamps, grade book, and rubric . It’s based more on procedure than the correct answer.

Tuesday – Independent practice (procedural and correct answer) technology

Wednesday – Center Day - Work with students individually based on needs

Thursday - Center Day & Review

Friday – Formal/Summative Assessment (Individual Not Group)

Examples of a 45 minute class period

Warm Up – 10 Minutes – Start to FinishMini Lecture – 15 minutes

Independent Work ( 5 problems) - Incorporate Think

Pair Share and whole group to

discuss answers .

OR

Engaging Group Activity

5 minute Rotations:

Math Center Independent Work

Teacher Station

OR

Independent Work - Answers

reported using Clickers or other technology on your campus

Ideas Pre-recorded videos – teaching absent students or

students in ISS (work with your department to help produce videos)

Jing http://www.techsmith.com/jing/

Super Teacher Tools http://www.superteachertools.com/

Collaborize classroomhttp://www.collaborizeclassroom.com/index.html

Ideas Math Centers

Outside Learning Activities

Assessment every Friday

Syllabus

Teach Students to Teach themselves

Math Binder with a Summary of Notes

Live Scribe Smart Pens

Math Mystery Series (Tom Snyder)

Questions

Thank YouLinda LawExecutive Master Teacher - Houstonlclaw@ipsi.utexas.edu901.406.8877

Krystal ReevesExecutive Master Teacher – DFW Metroplexkreeves@ipsi.utexas.edu817.688.8057