Videos for educators participating in Project STAIR
In part 3 of this 4 part video, Erica Mason from the University of Missouri shows teachers how they can use algebra blocks to make the abstract concepts of multiplying terms concrete and easier to understand for all students. In this video, Erica uses Algebra Lab Gear manipulatives, and the work is based off of research by Tricia Strickland.
Moving to the abstract concepts can be challenging for many kids, but can be especially challenging for those students who struggle in math.
Other helpful videos mentioned in this clip:
Multiplying Integers (Positive & Negative): https://youtu.be/iXBt10v0RDQ
Zero Pairs: https://youtu.be/Qi1_UZz2O2g
https://www.youtube.com/watch?v=ODUEh85a5WA&list=PLslPXYHeky6sSZd9CXEHWnq7BU-ZhK2Gv&index=2&t=2s
Input-output tables include both the x and y coordinates for students to graph, and they can be a confusing concept for many students.
Follow Suzanne Forsyth as she walks through strategies to help struggling learners with this concept. She uses an XY Coordinate pegboard and the Concrete-Pictorial-Abstract (CPA) framework to help ground students’ understanding.
In this first video of a two-part series, Erica Mason from the University of Missouri walks us through the different types of questions and why both are so critical to ensuring that all students are learning.
Explicit instruction is an evidence-based practice that any teacher can use in his or her own math class to engage learners and ensure that they are mastering the material.
A key component of explicit instruction is making sure to ask a variety of questions, both low level and high level.
In part two of this two-part video series, Erica Mason from the University of Missouri tackles some troubleshooting logistics of asking meaningful questions to support all students.
Explicit instruction is an evidence-based practice that any teacher can use in his or her own math class to engage learners and ensure that they are mastering the material.
A key component of explicit instruction is making sure to ask a variety of questions, both low level and high level.
Erica Mason from the University of Missouri walks us through ways to identify different types of problems and what students are potentially gaining from them. Making sure that your math instruction meets the needs of all students may be challenging, but it is possible.
Erica Mason from the University of Missouri walks through four ways of increasing the cognitive demands of math assignments without having to change the task or the material. Her suggestions include introducing reversibility into the math problems, asking students to represent the problem in multiple ways, algebra-fy the problem, and create an authentic context for the math problems.
Differentiating your instruction does not mean that you have to buy all new curriculum or go to great lengths to adjust your teaching to ensure that all of your students are challenged in your mathematics class.