1. How to Improve Our Math Teaching Alan Shurling

2. Two perspectives on Effective Instruction  Directed instruction  Inquiry-based learning

3. Directed Instruction  Teachers transmit a predefined set of information to students through teacher-organized activities (Roblyer, 2016)

4. Inquiry-based learning  Learners should generate their own knowledge through experience, while teachers serve only as facilitators (Roblyer, 2016)

5. Directed Instruction Theories  Behaviorist Theories  Information-Processing Theories  Cognitive-Behaviorist Theory*  System Approaches to Instructional Design *We will focus on this one

6. Inquiry-Based Learning  Social Cognitive theories  Scaffolding theories  Child development theory  Multiple intelligences theory  Discovery learning  Social Activism

7. Cognitive-Behaviorist Theory  Instruction has to provide conditions for learning by offering activates matched to each type of skills.  Students have to demonstrate they have learned the skill by demonstrating the type of behavior appropriate for the skill  Ex: Student will show how to use the line partitioning formula to partition a line

8. Events of Instruction 1. Gain attention  We must gain their attention so they will be interested in their learning  We can accomplish this by using visual aids such as a short video show the application of the objective  We can use a prompt  Ex: When teaching exponential growth, show how quickly a deadly virus can spread and grow  It does not matter how you gain their attention, but students need to be engaged right away so they will learn

9. Events of Instruction cont. 2. Inform the learner of the objective  The student should know what they are about to learn 3. Stimulating recall of prerequisite learning  In order for students to learn something new, they must first know the necessary building blocks  Learning hierarchy is a list of building block skill students should have  Practice these skills by completing daily activations  These activations should use the necessary skills needed for that day  Ex: Exponential growth-make sure students know how to solve exponents

10. Events of Instruction cont. 4. Present new material  Present the material in away that will be interesting to the students  Also build upon what the students already know (Scaffolding Theory)  Use real-life experiences to model the material (Scaffolding Theory)  Use a variety of methods such as discovery learning, readings, activates, projects, PowerPoints, etc… 5.Provide learning guidance  Provides student instructions on how to learn such as in guided activities  Students will become less frustrated (“Gagne’s 9 Events,” 2014)

11. Events of Instruction cont. 6. Eliciting performance  Allow students to practice with activates and projects  Allow them to work in groups (Social Activism Theory) 7. Provide feedback about correctness  Tell students what they did right and wrong  Tell them how to improve their work  Use rubrics when possible  Make sure the feedback is quick.  Do not make the students wait to long for feedback because they may lose interest (“Gagne’s 9 Events,” 2014)

12. Events of Instruction cont. 8. Assessing performance  Allow students to see what they have and have not mastered 9. Enhancing retention and recall  Allow students to apply the new information to their personal lives  This can be accomplished in projects

13. Events of Instruction cont.  Technology can help teachers accomplish all 9 steps  Use YouTube to get the students attention  Use online quizzes and test for students to practice their building block skills  Use PowerPoint, videos, and other media to present the topic  Online sites provide practice games and actives for the students.  This will keep them engaged  Online quizzes and test provide instant feedback for the students  Various sites will help students who need remediation

14. References  Gagne’s 9 events of instruction.(2014, May 5). Retrieved from http://citt.ufl.edu/tools/gagnes-9-events-of-instruction/  Roblyer, M. D. (2016). Integrating Educational Technology into Teaching. NJ: Pearson