1 / 13

Mathematics Interventions

Objectives. To describe the Information-Processing theory and relationship with Cognitive Strategy Instruction (CSI) To Define Cognitive Strategy Instruction (CSI)To review efficacy research on CSITo demonstrate the process of Cognitive Strategy Instruction. Learning Variables. Strategies (procedural knowledge)Metacognition (knowledge about those strategies and about one's own thinking processesKnowledge base (knowledge about the world in general)Motivational BeliefsCognitive Style.

Jims
Download Presentation

Mathematics Interventions

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


    1. Mathematics Interventions The Access Center American Institutes for Research March 29, 2005

    3. Learning Variables Strategies (procedural knowledge) Metacognition (knowledge about those strategies and about one’s own thinking processes Knowledge base (knowledge about the world in general) Motivational Beliefs Cognitive Style Go to Information processing sheetGo to Information processing sheet

    4. Three important implications from learning theory The need to help students develop background knowledge Provide extensive reading, review, practice and discussion The importance of student processing Initiate activities that require students to process and apply new information with prior material The importance of graphic organizers The importance of building student’s strategic knowledge The importance of students as active learners, requited to self-regulate their own problem-solving.

    5. Definitions Cognitive Strategies – goals directed (intended to perform a definite function) and consciously controllable process (statable)that facilitate performance (do things better, easier, and quicker). Guides that serve to support or facilitate the learner as they develop internal procedures that enable them to perform the higher level operations. Types of strategies: visualization, verbalization, making associations, chunking, questioning, scanning, underlining, accessing cues, mnemonics Good strategy user – one who possesses a variety of strategies and uses these procedures to meet cognitive challenges (PEMDAS)

    6. Problems Jose and Nancy are selling greeting cards to raise money for the school camping trip. Together they sold cards totaling $88.50. Jose sold $67.00 worth of cards. How much money did Nancy make selling cards? On one side of a scale there are 3 pots of jam and a 100 oz. weight. On the other side there is a 200 oz. and a 500 oz. weight. The scale is balanced. What is the weight of one pot of jam? Lindsey has a total of $82.00, consisting of an equal number of pennies, nickels, dimes, and quarters. How many coins does she have in all? Used a variety of strategies to solve these problems. Used a variety of strategies to solve these problems.

    7. Cognitive Strategy Instruction Cognitive Strategy Instruction – an effort on the part of the teacher or the instructional materials to help students process information in meaningful ways and become independent learners. Founded on a broad base of research that has validated its effectiveness. Generally consist of teaching students to represent problems by drawing a picture, constructing a chart or a table, imagining the salient features of a problem. With practice, students learn to figure out which approaches work and which do not work for solving problems in the same category.

    8. Research on CSI in Mathematics Case, Harris & Graham (1992) – self-regulated strategy on problem solving Hutchinson (1993) representing and solving word problems Jitendra & Hoff (1995) – schema-based instruction, distinguish type of problem Jitendra & Xin (1997) meta-analysis Maccini & Hughes (2000) problem-solving strategy Montague (1992) cognitive and metacognitive strategy Montague, Applegate & Marquard (1993) cognitive and metacognitive strategy Montague, Warger & Morgan (2000) Solve It! Woodward, Monroe, & Baxter (2001) classwide performance tasks and ad-hoc tutoring Most successful strategy instructions are those that 1) stimulate the learners to be active, 2) provide clear feedback regarding the effectiveness of the learner activity, and 3) provide instruction in the questions of when, why, and where such activities are likely to be effective. Most successful strategy instructions are those that 1) stimulate the learners to be active, 2) provide clear feedback regarding the effectiveness of the learner activity, and 3) provide instruction in the questions of when, why, and where such activities are likely to be effective.

    9. Features of CSI Focus on how and why specific topics are to be mastered Emphasis with how specific topic fits into an overall framework of related topics and skills Instruction is “direct” to the extent that the teacher or material makes explicit what is to be learned or “indirect” to the extent that students themselves make the connection between thinking skills and problem solutions. Directly addresses students’ comprehension and problem-solving deficiencies Teacher serves as mediator by helping to activate prior knowledge, represent information, select learning strategies, construct meaning, monitor understanding, assess the use of strategy, organize and relate ideas, summarize, and extend learning.

    10. (Harris & Graham, 1996; Lloyd, Kameanui, and Chard, 1997; Montague, 1992, 1995, 1997) Focus should not be on the strategies themselves, but rather on the implementation process. Takes time, practice, and effort. Involves a major time and effort commitment. Can use these steps with different self-regulation techniques. Students are actively involved in the educational process. These techniques need to be taught explicitly and combined in the modeling, memorizing, supporting and independent performance stages. (Harris & Graham, 1996; Lloyd, Kameanui, and Chard, 1997; Montague, 1992, 1995, 1997) Focus should not be on the strategies themselves, but rather on the implementation process. Takes time, practice, and effort. Involves a major time and effort commitment. Can use these steps with different self-regulation techniques. Students are actively involved in the educational process. These techniques need to be taught explicitly and combined in the modeling, memorizing, supporting and independent performance stages.

    11. Problems In the Orange Bowl parade there were 50 marching bands. 28 bands had 660 members; and the remainder of the bands had 45 members each. How many band members were in all the marching bands?

    12. Conclusions Students with learning disabilities generally have greater difficulty in: representing mathematical problems deriving goals for solving such problems choosing among appropriate strategies for problem solving engaging in self-monitoring processes, and Cognitive Strategy Instruction can assist with these areas. Cognitive Strategy Instruction can assist in student’s learning and improve self-esteem As we have discussed, students with disabilities often do not develop strategic knowledge. One critical aspect of CSI is to appreciate that children with learning disabilities have problems that go beyond academics, and that these problems can adversely affect academic performance. In CSI, students must understand how a strategy works and why each step in the strategy is performed. As we have discussed, students with disabilities often do not develop strategic knowledge. One critical aspect of CSI is to appreciate that children with learning disabilities have problems that go beyond academics, and that these problems can adversely affect academic performance. In CSI, students must understand how a strategy works and why each step in the strategy is performed.

    13. Goal of Education Education is a process of developing, enlarging, expanding, and refining our students’ knowledge structures (Lloyd, Kameanui, & Chard, 1997). Lloyd, J. W., Kameanui, E. J., & Chard, D. (1997). Advances in research on instruction. In J. W. Lloyd, E. J. Kameanui, & D. Chard (Eds). Issues in educating students with disabilities. Mahwah, NJ: Lawrence Erlbaum, p. 197-221.

More Related