7/29/2019 Math Training Reflection 2
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Marquetta Strait
February 20, 2013
CU Life
Math Strategies Training Reflection: 2
The second day ofClaflin Universitys Learning Improvement for
Future Excellence (CU
Life) mathematics training, Ms. Nelson had us review the
information that we discussed last
session. Some of the aspects we discussed were the six shifts in
math from the former states
standards to the Common Core Standards. The six shifts are
focus, coherence, fluency, deep
understanding, applications, and dual intensity. One of the main
points we discussed was
Marzanos nine instructional strategies. The three strategies
that I will expound on are
identifying similarities and differences, summarizing and note
taking, and nonlinguistic
representations.
Marzanos nine instructional strategies are research based. They
have been proven to be
effective in the classroom and improve students comprehension of
concepts taught in the
classroom. While in our mathematics session, Ms. Nelson had us
to use the Jig Saw Method
while we learned the nine strategies. Identifying similarities
and differences is a very effective
strategy to make certain that students are comparing and
contrasting two different items, such as
mammals and reptiles. The students would demonstrate their
conceptual understanding by
creating a Venn diagram or chart to compare and classify the
items. The students would write
down the characteristics of both mammals and reptiles and then
eventually discuss their
similarities.
Summarizing and note taking is one of the most common visuals
within the instruction
process. It is common that when you ask students to summarize a
portion of the text, students
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will often write every sentence that they feel is answering the
question, but yet, not fully
comprehending what they have just read. Instead, Ms. Nelson
taught us to use a gist strategy.
The gist strategy allows for students to read a text and
summarize as much content as they can
without exceeding a twenty word limit. Another version of the
gist strategy, when there are
several pages of content, is to have the students get a sticky
note and paraphrase a point on the
pages that they feel is important to discuss, putting one point
on each sticky note. After the
given time has ended, the students would close the textbook and
summarize the information that
they read using only the sticky notes as an aid. I believe this
strategy is an awesome technique to
get students to take their time and retrieve the important
points of the content.
Lastly, I would use the nonlinguistic representations within my
instruction. Research has
proven that nonlinguistic representation stimulates and
increases brain activity. The example
that Ms. Nelson used in our session was a song called
Transformations. The song was used to
help the students comprehend the three types of transformations
on a plane, translation,
reflection, and rotation. The students would repeat after the
teacher and perform the movements,
such as turning to the left and turning to right to represent
rotation. I would definitely use this
strategy with students because it allows the students to be more
involved in their learning,
especially if they are having fun learning. It would be easier
for students to use the nonlinguistic
representations to be more open to the new content because it is
not in a traditional format.
By implementing these strategies within my classroom, I will
have a surplus of methods
to measure the students comprehension of the concepts. I plan to
increase visual aids within my
classroom and use other methods, such as mnemonic devices, to
assist my students. The overall
goal is for students to become more knowledgeable, which will in
turn assist them in real-world
applications.
