This workshop is designed for those who have previously taken the Multisensory Math 1 course or a two or three day workshop.
Participants should already understand the research and rationale, the core strategies and the diagnostic prescriptive approach to teaching mathematics in a standards based curriculum.
The strategies are based on those used when teaching math to students with learning challenges but are based on an inclusion or small group model. They can be employed in a group environment or in an individual session.
If you have not previously taken one of the Multisensory Math workshops available on this site, please consider doing so.
Course Curriculum
- The Characteristics of Effective Instructional Language in Explicit Instruction (59:19)
- Strategies for Word Problems: The Perfect Storm- When Reading & Math Meet (89:25)
- Creating a Vertical Mindset with the Super Powers of Math (57:50)
- Creating Decimal Representations to Transition to Traditional Instruction (20:25)
- Teaching Algebraic Concepts & Skills with Manipulative Objects (99:07)
Hi, I’m Marilyn Zecher M.A., CALT
I am originally a classroom and demonstration teacher in a public school program for students with learning challenges. I have invested the last 25 years to developing ways to teach math to these students. The basis for this approach is grounding in evidence from neuroscience, strategies from multisensory teaching models and the best evidence based practices in math.
I always look to guidance from the NCTM, the What Works Clearinghouse and research.
In this approach we try to utilize the CRA or Concrete - Representational - Abstract Instructional sequence. We use manipulative objects to model math concepts and create memories in different parts of the brain to aid retrieval.
Linkages to real life are extremely useful at this level and we often use an inverted instructional sequence in which we begin with real life applications of a concept.
Additionally, incremental instruction and explicit instructional language aid students in mastering complex content. This is really a conceptual approach and not a procedurally grounded one. Though we do work toward procedural fluency we want students to base those procedures on sound mathematical reasoning. We always want students to understand the meaning behind the math.
Intervention
A core understanding of this approach is the need to improve skills in students even as we move toward and into grade level content. Many of our students come to us with gaps in skills and conceptual knowledge.
We structure the lesson such that we employ strategies which allow all students to review and practice core skills they will need to employ later on.
We use strategies such as restricted number facts to eliminate computational difficulties IN CLASS. We use accommodations for independent work, tests and quizzes.
We use instructional strategies which allow us to
Formatting
We use larger font, ample white/work space and linkages to support all students as they apply skills.
Linking one concept to another in a vertical approach to math is critical in helping students make connections.
The Principles of UDL
This approach uses graphic organizers, color coding, repetitive practice and manipulative tools which allow students to enjoy multiple means of engagement, representation and expression.
Students may not only calculate to demonstrate proficiency, but they may build, draw or color to show what they know.