Book Summary11 Effective Strategies for Teaching Math to Students Who Have Given Up on Learning, by Jordan B. Smith Jr.

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Fostering a Supportive Classroom Atmosphere

The foundation of successful math instruction for disengaged learners is establishing a safe, welcoming, and collaborative community within the classroom. Smith emphasizes the need to design both the physical arrangement and the social dynamics of the learning space to best support various learning requirements. By intentionally arranging furniture, using visuals as learning tools, and cultivating a culture of trust and mutual respect, it's possible to help students overcome anxiety and begin to re-engage with learning.

Designing Classroom Arrangements to Meet Diverse Needs

The physical environment of a classroom can either help or hinder how students learn. Smith advises teachers to be mindful of how the arrangement of desks, furniture, and other items impacts student movement, access to materials, and sense of personal space. Clearly defining boundaries using floor tape for individual desks and colored tape on tabletops can help learners—particularly ones with sensory sensitivities or difficulty with spatial awareness—feel more secure and concentrated. To minimize noise distractions that can disrupt focus, the author suggests putting balls from tennis on the legs of chairs, especially in rooms with rigid floors.

Arranging Furniture to Promote Inclusion and Self-Sufficiency

Rather than sticking with a traditional, rigid classroom layout, Smith encourages teachers to consider how furniture can create different zones for different activities. Strategically placed shelves can function as mobile partitions to separate the room into areas for independent work, small group instruction, sensory breaks, or life skills activities like a mock kitchen. When planning these zones, consider the flow of student traffic and minimize unnecessary transitions, particularly for those who use mobility aids. For instance, the author suggests placing the small group table close to the entrance, allowing you to easily address visitors while still keeping an eye on your students. Designate a quiet area, visible to adults, as a calm-down spot for students who need to regulate their emotions.

Context

• Different zones can encourage both collaborative learning and independent work, allowing students to choose environments that best suit their current task or learning preference, fostering autonomy and teamwork skills.
• Using existing furniture like shelves as partitions is a cost-effective way to modify classroom layouts without the need for expensive renovations or additional structures.
• For students who experience anxiety or stress during transitions, a well-planned layout can provide a more stable and predictable environment, helping them feel more secure and less anxious.
• Having the table near the entrance can create a welcoming atmosphere for visitors, as teachers can greet them promptly without leaving students unattended.
• These spots support diverse learning needs, particularly for students with anxiety, ADHD, or autism, who may require more frequent breaks.

Integrating Learning-Enhancing Displays and Images

Beyond just decorating, Smith advises that walls be utilized strategically to display visual supports that aid students' education and reduce anxiety. Since routines and predictability are especially important for learners with special requirements, a prominently displayed daily schedule, with clear pictures for non-readers, helps them anticipate transitions and feel a sense of control. Similarly, large, picture-supported classroom rules and anticipated behaviors contribute to a predictable environment. While visual supports for specific math and reading concepts should be rotated as needed, Smith recommends keeping essential references like the ABCs, number chart, vocabulary wall, and calendar displayed year-round for easy student access.

Context

• For non-verbal or limited verbal students, visual supports can serve as a...

11 Effective Strategies for Teaching Math to Students Who Have Given Up on Learning Summary Fostering Students' Enthusiasm and Participation

Once you've established a nurturing classroom environment, Smith argues that the next crucial step is motivating students who have become disengaged from math. He differentiates between motivation that is intrinsic and extrinsic. Extrinsic motivators are incentives or pressures that come from outside, while intrinsic motivation arises from genuine interest and a sense of personal relevance. Smith stresses that while external motivators can be helpful, the ultimate goal is to cultivate intrinsic motivation by connecting math topics to learners’ lives and encouraging a feeling of accomplishment through meaningful learning experiences.

Understanding Extrinsic vs. Intrinsic Motivation

Understanding how these two kinds of motivation differ is key to designing effective learning experiences. External motivation relies on factors like grades, praise, or fear of consequences. While effective for brief periods, this kind of motivation often fades once the external reward or pressure is removed. In contrast, internal motivation originates within the learner. They are engaged because the material itself is interesting or relevant to their goals, not because of something external....

11 Effective Strategies for Teaching Math to Students Who Have Given Up on Learning Summary Incorporating Tech and Real-World Applications

As a teacher who has embraced technology in his own classroom, Smith believes that incorporating it is crucial, particularly for learners with specific needs. Technology offers resources to enhance communication, provide personalized support, and connect abstract concepts to real-world experiences. He advises you to explore the potential of technology that aids learning, like software that reads text aloud and graphic organizers, and design projects that demonstrate the practical applications of math.

Leveraging Assistive Technologies to Enhance Communication and Access

Smith recommends familiarizing yourself with the range of support tools available and offering students choices about which ones best suit their needs. Software that converts text to speech allows learners with reading difficulties to hear mathematical problems and explanations aloud. Speech-to-text software enables those with writing difficulties to dictate their responses or verbally explain how they solve problems. He also suggests exploring software for math notation, which aids in translating spoken or written math into visual representations, particularly benefiting those with dyscalculia.

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11 Effective Strategies for Teaching Math to Students Who Have Given Up on Learning Summary Implementing Useful Instructional Methods

Beyond creating a positive environment and fostering motivation, Smith provides practical methods to guide students toward success. Two of the key strategies he champions are the Concrete-Representational-Abstract (CRA) approach and schema-based problem-solving. These methods provide structured frameworks for deconstructing intricate concepts, making them accessible to learners with diverse needs.

Employing the CVA Approach: Concrete, Visual, and Abstract Steps

Smith believes that many special needs students best grasp mathematical concepts by moving from concrete experiences to abstract representations. The CVA approach lays out a straightforward path for this journey. He recommends starting with concrete manipulatives, like counters or blocks, to show numbers and operations physically. Once students have a foundation in the concrete, visuals like drawings or diagrams help them make the connection to more abstract symbols and numbers.

Using Manipulatives to Develop Foundational Understanding

When introducing new concepts or operations, let students work with objects to build understanding. For example, when teaching addition, give each student some blocks. You...

11 Effective Strategies for Teaching Math to Students Who Have Given Up on Learning Summary Promoting Retention and Recall of Math Information

After students grasp concepts, the challenge becomes helping them retain information long-term. Smith stresses that traditional methods of studying, like reading textbooks or jotting down notes, are often ineffective for learners with special needs. He recommends incorporating retrieval exercises and spaced repetition to solidify learning and make knowledge "stick." Additionally, he suggests exploring alternative study techniques, like the Feynman and Pomodoro methods, and empowering students to discover what suits them most effectively.

Incorporating Recall Exercises and Spaced Repetition

Smith champions regularly incorporating retrieval practice into your lesson plans. Rather than waiting for a summative test, frequent low-stakes assessments require learners to recall content actively, which strengthens memory. You might do this by beginning each class with a brief recap of the previous lesson's main ideas.

Frequent, Low-Stakes Evaluations to Reinforce Learning

Smith suggests incorporating low-stakes quizzes, exit tickets, or even quick whiteboard brainstorming sessions to support students in regularly practicing retrieving information. This not only reinforces...

11 Effective Strategies for Teaching Math to Students Who Have Given Up on Learning Summary Lesson Planning and Implementation

Bringing it all together, Smith stresses that effective math instruction for learners with special needs requires careful planning that incorporates the strategies and principles outlined throughout the book. He encourages you to match lesson objectives to both educational benchmarks and students' individual needs. He also recommends designing multi-sensory, engaging learning experiences that cater to diverse learning styles and adjusting plans based on your observations of students' progress.

Aligning Goals With Requirements and Necessities

Smith suggests starting your planning process by looking at both the required curriculum standards and your students' IEP goals. Aligning your lesson objectives with these goals ensures your instruction is both rigorous and tailored to every student's unique needs.

Determining Required Skills and Providing Support Effectively

Once objectives are set, Smith highlights the necessity of carefully analyzing what prerequisite skills students require to succeed. He recommends considering, "What knowledge or abilities must students have before they can tackle this new concept?" Then, plan instruction, exercises, and evaluations that...