Category Archives for OG Math

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.” 

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) 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.

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At one time or another, almost every teacher has had to deal with those kinds of feelings. It’s not at all unusual for teachers and tutors to feel unprepared for the task at hand.     Unfortunately, mathematical instruction for remedial and special education students has primarily focused on helping an entire class with the acquisition of basic skills and traditional arithmetic (Chinn, Ashcroft 2007; Montague, Jitendra, 2006). But, clearly, we also need to adapt mathematics instruction to respond to individual student’s needs (Gersten, Jordon, Flojo, 2005).          For example, one of the things you realize when dealing with dyslexia and math learning disabilities is that teaching and learning are multisensory. In 1979, Dr. Joyce Steeves wrote one of the earliest papers to suggest a multisensory approach to the teaching of mathematics. Dr. Steeves advocated the same teaching principles for teaching mathematics as Dr. Samuel Orton had suggested for language. We know today that these multisensory strategies are effective for all students. What are they? The VAKT approach. VAKT stands for visual, auditory, kinesthetic, and tactile. It’s a fancy way of saying that you should help students see, hear, move and touch things as they try to understand a problem. This approach is especially helpful to students with “short attention spans” as they are not expected to merely sit still and learn the material. Instead, they manipulate tangible concrete objects that help them conceptualize abstract concepts. By using the O-G approach to support the teaching of both language acquisition AND Mathematics, we discover the best practices for the teaching of math in general. In the next few posts, I’ll outline 10 techniques that I’ve found most effective for teaching students who struggle with math. Today will focus on the first 3 Big VAKT Ideas:          1. Touch it – Feel it – Move it Make math playful and concrete. It’s long been a best practice in math education to teach concepts with concrete materials and examples. Wise teachers know that it’s only when the vocabulary and the process are understood, that they can then move to a more abstract approach.          2. Challenge and Creativity:   Instructors are at their best when they use their creativity to further their student’s understanding of math concepts, instead of merely relying on flash cards and worksheets. At the same time, students learn in an enjoyable way with all senses engaged while making connections between the concrete ideas they’ve experienced and the abstract concepts they need for quick recall.          3. Have Success with a Solid Plan: Don’t you love it when a plan comes together? You can use what we call a cumulative structure and sequence designed to flow through lessons automatically. Yes, those are a lot of big words, but concentrate on the “automatic” part. OG Math has a built in structure for strengthening thinking skills. We’ll take a closer look at developing automaticity and thinking skills in the next post. Do you want to keep up with OG Math? You can sign up here to be kept up to date. We will never share your email or ever send you spam!

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  

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

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