The Final Pieces to OG Math Strategies–How Math and Language are Strongly Connected

Talking About Math Language.

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Here’s what we’ve all been waiting for: the final four of our ten techniques for helping the struggling math students, O-G style. You can read about techniques 1 through 6 in our previous blog posts 7.  Help them to talk the talk, as they walk the walk. The difficulties that students have with the language of mathematics are the same as their difficulties in learning the English language: vocabulary terms, syntax, semantics and discourse features are difficult. (In fact, don’t we all have to stop, sometimes, and think again about which number is the called the divisor and which one is the dividend?)  Drawings, cue cards and diagrams are useful in much the same way as pictures are sometimes used to reinforce letter sounds and key words in O-G. Directions should be given clearly; key vocabulary must be repeated often and reinforced continually. Let’s say that again. Key vocabulary must be repeated often and reinforced continually.  In other words, key vocabulary must be repeated often and … you get the idea. 8.  Knowing the language, not just the words.  There’s a story about a tourist who was anxious to show off his newly found fluency in German, when he ordered coffee at a Berlin restaurant.  As the waiter brought his order, he said, confidently, “Danke Schoen” (Thank You) to which the waiter replied, “Bitte.” (You’re welcome), and the tourist said, “No, it’s not bitter at all.” Likewise, the instructor must directly teach the real world use of new vocabulary. Connect new words to known with information that is interesting and generates “rich connections” (Moore, National Geographic). The technical terms related to math concepts such as numerator, denominator, quotient, multiples and factors must be practiced repeatedly in a multisensory manner on word cards, tactile surfaces, and reference charts. It isn’t enough to know the words; students must have the concrete VAKT experience that makes the concepts lively and memorable. 9. Colour me confident. The use of a colour code or visual cueing is another effective way of focusing attention and sequencing steps in place value. For example, a separate colour may be designated for the ones, tens, and hundreds columns. It helps with recall of information and identifies starting and stopping points when punctuation is highlighted in colour within word problems. Another colour highlighter may be used for important key words thus providing cues to an appropriate response. Such strategies increase the student’s ability to be independent. (Thornton, Bley, 2005; Kramer, 1983) 10. When the going gets tough, the tough get all of the tools out of their toolbox … or something like that. Moving from the simple to the complex is another key O-G teaching concept. There is more than one way to gradually add bits of new information when working through math equations. Teach alternate strategies to students through the use of manipulatives and the drawing step: drawing a picture, sketching a sequence, looking for a pattern, making predictions (Foss, 1999), and making a simpler or more authentic problem, trial and error, acting it out, recording results on a table or chart. These are strategies that enrich and empower students mathematically as they bridge over to traditional algorithms and generalizations.” 

Math isn’t just a numbers game: writing, drawing, and talking about solving problems

As we discussed last time, teachers trying to help students who struggle with math need to use a variety of techniques. You can go back and review techniques 1, 2, and 3 in the last post. And, if you visualize a number line, you can see that number 3 is followed by numbers 4, 5 and 6. So technique number 4 is … (drumroll)

Drawing and Talking About Math.

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4.  Use drawings (TA-DA!) to translate and visualize math concepts. Drawings in math are known as the representational level. They are crucial in helping students make the connection between the materials (at the concrete level of understanding) and numbers or formulas (at the abstract level of understanding.) Students’ drawings, verbal explanations, and journals legitimately testify to their understanding of Math concepts .  Those drawings are also quite often easier to retrieve from memory than pen and paper tasks. 5.    Let’s Give Them Something To Talk About, as Bonnie Raitt famously sang.  Technique number 5 is a mouthful of jargon that has its own acronym : S.O.M. or Simultaneous Oral Math. It’s an adaptation of  the Orton-Gillingham technique of Simultaneous Oral Spelling, or S.O.S. which is translated into a math format. It simply means that teachers need to encourage students to think aloud when solving problems, and have students give oral explanations of the thinking that leads to their solutions. With the O-G Math approach the teacher has the benefit of clearly understanding that the student will need time to process information before making a response. 6.    Let’s take turns. As every O-G practitioner knows, demonstrated knowledge includes three things: comprehension of task demands, articulation of one’s own approach to the learning of similar tasks, and a grasp of the appropriate strategies for the task. The diagnostic/prescriptive aspect of O-G is easily employed with SOM when we hear the thinking process behind the student’s approach to solutions and see the results of their efforts on a day to day basis. By verbalizing step by step how a math problem is solved, students can self-correct their mistakes. And self-correction is where confidence and independence is built in O-G lessons. When students write, draw or orally compose their own original word problems, these can be adapted and used for review. When teacher and student take turns writing and adding carefully measured complexity to math word problems, this activity can reinforce students’ reading and writing skills. We’ll finish out the top ten in our next post. Be sure to watch for it.

3 Ways to Succeed with Math Using the VAKT Approach

OG Math Instructor Courses – Math that is fun and stress free!

They will suggest taking buy professional viagra precautionary procedures like sleeping in a separate bedroom with a locked door. Jackson was also one of 39 music celebrities and singers who levitra properien https://davidfraymusic.com/2017/08/ performed on the record. The drug must only be taken under generic super cialis the supervision of a physician. Relieving the pain associated with arthritis often becomes the main challenge is for ruling the best ED cialis 20mg tablets pill is an effective medicine which enable ability to fight against inflammation of cognitive abilities which will relive headache. OG Math Part One November 14, 21, 28 & Dec. 5th , 2015 Time:  Saturdays – 9 am to 3:30 pm. Location: Simon Fraser University, Surrey Campus  There is still time to register and learn the 3 Key building blocks for  Math Success. Check out the information below and then register at: http://ogcourses.mathworkshops.com/ When math instructors evaluate and say goodbye to the current school year, the best teachers and Orton-Gillingham  practitioners begin to think about what they can do to make math concepts come alive for students who struggle in math, and what will have “sticking power” in September and beyond.     We’re often asked what makes OG Math different from current classroom math instruction. Although a number of factors generally work together to contribute to educational success, there are three key elements for success in math. They are direct instruction, employing multisensory techniques and step by step teaching techniques.   The research evidence strongly favours direct instruction over discovery-based instruction for nurturing understanding, deeper learning and better problem solvers. To be successful, instructional procedures must cater to the limitations of a student’s working memory, which can hold only a limited amount of fresh information. This is particularly important for beginning learners or struggling learners who have difficulty focusing on new ideas when their working memory is overwhelmed. That will never happen in OG Math Classes. Find course details and registration here: http://ogcourses.mathworkshops.com/ Come and join us. We’d love to see you there.                                     Marilyn and Donna

Research Confirms Parents & Teachers’ Fears About Math Instruction

Check out my book to find out about direct teaching with Orton-Gillingham (OG) Math

  and  OG Math Instructor Training at

 

Math: Changing I Won’t to – I – Will Power!

Math Can Be a Struggle.

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Do you ever feel a little guilty about the pressure we put on children who struggle with math? That’s a dangerous place to be. We worry about them shutting down and giving up on math. But all is not lost. For some students just the sight of a page of math homework is enough to turn an ordinary evening of homework into a household battle. It can appear to be a lack of motivation, but is it? Teachers know that many students do not have the underlying foundational or basic math skills to build a solid knowledge of grade level math requirements. There are many reasons for this lack of skill and some of them can be found in this introductory course http://ogcourses.mathworkshops.com  It’s free to watch the first lesson of the webinar course. Once the intensity of the math curriculum begins to build in the school year, these students are left behind. Strengthening math skills is possible, and knowing how to do it could be the catalyst your child or students need to start making wiser decisions about their math learning and developing long-term academic math goals. In the process of Orton-Gillingham (OG) Math instruction, students learn how to rewire their brain for a “Can Do” “I Will” Math Power. As parents and teachers sometimes the very things we think will motivate our students can actually push them away from self-control or self-confidence – so there’s a lot to learn here. In the OG Math webinar Marilyn will also show where math breaks down for many students, and will walk you through a powerful Orton-Gillingham math  approach designed to strengthen math skills and each student’s  I – Will- power. Change is possible. We’ll show you how to get started by breaking apart the ideas of why and how we learn math, so you can see the skill sets you need in order to do fill math gaps and build a strong foundation that will serve your child or students for years to come. Isn’t that what we are all aiming for? Click on the video below link to check out OG Math Courses. http://ogcourses.mathworkshops.com  

You should be thinking about positive brain change while learning Math

Good math skills change the brain..

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It’s more important than ever to make sure students have positive early Math experiences . Math often has a negative image for those who did not do well with math in school. A common comment in the general public is, ” I just didn’t get math” or “I don’t do math!” And yet we want our children and students to learn math and build a base of math knowledge that will carry them through life. Not to turn into “Pollyanna,” but positive Math experience can  impact your brain. Focusing on positive math experiences is a reflex for some, but it’s a skill that all of us have to work hard to adopt. Because not only can it be just plain enjoyable to be competent and confident in math but every time we relive good experiences, it can actually rewire the brain. New findings keep showing us that everything we do affects our brain. But that is in both positive and negative ways. So wherever we focus our attention, we’re making lasting change, for better or worse. The more we show children and teachers that changing the brain to love and embrace Math can be both simple and enjoyable, the better equipped they’ll be to transform their school experience and lives. To find out more about how our view of math can change through positive experience (and what to do for someone who thinks good math skills just seem out of their reach), take a look at the OG Math Part One Video Overview and the OG Math Introductory Course go to http://ogcourses.mathworkshops.com

The OG Way to Math Success

A Guide to SUCCESS
wtih Math

The OG Academic Math is an approach to successfully teach students who struggle with math.

The OG Math approach provides a focus on foundational math skills while using visual and interactive demonstrations so that students understand “WHY” as well as “HOW” for each math concept and topic.

Lessons focus on developing essential math skills and fluency while combining continual, ongoing assessment.

This is known as diagnostic prescriptive instruction.
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At a time when schools and teachers across the country are looking for ways to help students improve their performance in math,OG Academic Math can bridge the learning gap for students.

With a focus on in-depth understanding and problem solving, the OG Math curriculum has propelled our students from disappointment to success and confidence in their math education.

Math Success is at hand with OG Academic Math.

Available at https://mathworkshopscom.netfirms.com/mathworkshops/resources/

Working Memory and ADHD

ADHD Impacts Working Memory and Math

 Attention Deficit Hyperactivity Disorder or ADHD is a complex condition that is often complicated by poor Working Memory.

In the math classroom, students with good working memory are able to stay on the task at hand because their working memory tells them to stay focused. It helps them to ignore distractions and manage their behaviour as they complete each question or assignment.

Students with ADHD may be ready to explore and take on a new math concept, but it often appears as if they are working against themselves. Their motor cortex is overactive, so they need to keep moving.  They may attempt to keep focused by tapping the desk, doodling on paper or talking out in class if they don’t understand a concept.

It isn’t difficult to understand how these disruptions interfere with their working memory. It cannot do double duty and manage behaviour as it tries to learn a new math concept, so the student may tire and slip into daydreaming in the middle of a lesson. The result of this confusion is that the math student with ADHD has a working memory that cannot clearly learn or recall math facts and concepts let alone apply them in math homework.

In short, the students’ lack of focus due to ADHD results in gaps in their learning that inhibits them from being successful.

Rethinking the way we instruct these students and gearing instruction to foster permanent learning will assist these students in overcoming their difficulties.

A Guide to SUCCESS
wtih Math

Adding It Up!

Sometimes it’s not as simple as it sounds.

Taking Working Memory on an Arithmetic Field Trip

Steps for math calculation and problem solving

In the last post we were exploring the important, positive tasks that working memory allows each of us to do on a daily basis. We will explore these positive aspects of working memory in following articles as well as how working memory is disadvantaged in life  and in math particularly.

So to set the stage, let’s start by solving this math problem:

27+ 8 = ?

Now many of you have solved it in your mind already, but for a young student it may be challenging because it involves several steps that rely on working memory. If you can remember ever having difficulty with horizontal math problems, the steps listed below will show you it is much more complex than you think. Let’s take a look at each step in the addition process.

Step 1.  Take the 7 and the 8 and use you mind to calculate the first part of the answer.

Step 2. Put the answer 15 in your working memory and hold it there.

Step 3. Remember the 5 and use your working memory to regroup or carry the 1 (from 15) and prepare to add it to the 2 (from 27).

Step 4. Update your working memory with 2. Combine 2 with 1 (from 15) to get the answer 3.

Step 5. Recall the 5 held in working memory.

Step 6. Organize the numbers with the 5 in the ones place of value and 3 in the tens place of value for the answer 35.

This problem is tricky because it is presented horizontally rather then vertically. Children frequently solve it by writing down 125 because their working memory is not up to the task of keeping track of where they are in the problem. They are left to puzzle about what to do with the 1 that is carried over.

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Working memory is a key factor in keeping numerical knowledge in the correct order to solve problems such as these.

(adapted from Working Memory by Tracey and Ross Alloway)

Next – positive aspects and disadvantages impacting working memory.   

Resources:

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