So you are told to use more technology in your classroom so you decide to do your lessons on PowerPoint. Turns out the task is more time consuming than you imagined. I've been writing math lessons on PowerPoint for 10 years and I think I finally perfected this time consuming task. I’ve created a template that consists of 12 key components (1) Vocabulary (2) warm up (3) admission ticket (4) prior skills (5) spiraling problems (6) title of the lesson with the goals of the day (7) the hook (8) teacher model (9) guided structure practice (10) checking for understanding (11) independent practice (12) exit ticket. Let me give insight to each section. To get a copy of my PowerPoint template click here: http://goo.gl/jhDB4J
Vocabulary ( 5-8 minutes depending on number of new words)
Before starting any lesson I have students copy down the new vocabulary on a printout I’ve made for them. They are responsible for this sheet and must keep it in their binder at all times. Having all of their vocabulary words in one place instead of on the page where they are taking their new notes seems to work out better when I want them to review. They constantly have to look at the words. This is what the worksheet looks like. You can get a copy of the vocabulary sheet here http://goo.gl/BxrRcN 
Warm-Up (5 minutes)
My warm-ups consist of 3-4 questions from lessons I covered several weeks or months ago. This is the best time to help students keep old material fresh in their minds. We can’t expect to spend one or two hours on a lesson and have students remember the ins and outs of different problems. I don’t put up questions from the previous day as a warm-up question because I’m probably going to talk about it as I start my lesson and ask students what they remember from the previous lesson. During warm-up time, I check students’ homework.
Admission Ticket (8-40 minutes depending on the lesson and how structured I make it)
Prior to starting the lesson students are given an “Admission Ticket”. This half worksheet contains 3-5 questions that are scaffolded to help students use their prior knowledge to make the connection to today’s lesson. Students work in groups of 4 to try to answer all the questions on their worksheet. I monitor their work and answer all their questions with a question. The goal is to have them really think and utilize their prior knowledge and make the leap to the new material. The group that can answer all the questions correctly and can explain their thought process gets a prize. Here is an example of questions from an admission ticket when my students were going to learn to add polynomials. Because I scaffolded the question in this manner almost all my students were able to get the correct answer to #5 (our goal for the day) without much help from me.
1) 3 + 5 =
2) 3x + 5x =
3) 3x2 + 5x2 =
4) (3x + 6) + (5x + 4) =
5) (4x2 + 3x + 6) + (2x2 + 5x + 4) =
To get a copy of the template for the Admission Ticket/Exit Ticket click here http://goo.gl/dWuNu6 . Having my students complete the admission ticket really helps them get ready for Common Core. They have to apply a lot of knowledge and really think about the reasoning behind their answers.
Prior Skills (1 minute)
Prior to telling the students what they are going to learn I tell them what prior skills they are going to need so they can be successful with the lesson. I make it a point to tell them that they already have acquired the skill because my 8th grade students tend to say things like, “no one ever taught me that”, or “I don’t know what you are talking about” when we all know they have been doing that same skill since 3rd grade. Here is an example of what it looks like. I don’t write any numbers, I just make it a point to show them what skill(s) they are going to be using and what they will be using it for. I also try to tell them when they acquired the skill. For instance, if they need to use multiplication I’ll let them know its the same multiplication they learned in 3rd grade.
Spiraling Problems (1-3 minutes)
After showing them in words what they know and the new skill they are going to learn, I now show them with numbers. Here is an example for learning how to multiply a binomial with a binomial. I want them to be able to make the inference on how to solve the new type of problem on their own and feel confident that if they were able to do it before with regular numbers they are now going to be able to do it with algebra. Most students are able to make the connection and can teach themselves based on their prior knowledge. Its very exciting to see their faces light up because they know they will be able to solve the problem. I call on students to tell me how to solve the left side and then tell me how they think we will solve the right side.
Title of the lesson with the goals of the day (1 minute)
It is not until after all that front loading that I finally reveal what the goal(s) for the day will be. My title slide will set the stage for the rest of the lecture. I try to keep each lesson with a 3 goal max. Each goal is very clear and I let my students know that if they can accomplish both goals then they have earned an “A” for the day.
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The hook” (3 minutes)
Instead jumping straight into the lesson I first try to “hook” the students’ interest for the lesson with a story, video, picture, or realia. This can sometimes take a lot of creativity on my part because some math lesson don’t really lend themselves for a great story. The reason why the hook works is because I can always remind students of the silly story or picture and then they will instantly remember the lesson. For instance, if I tell my students, “do you remember the walrus santa?” they will know I’m referring to the rule of power of a quotient. Here is preview of walrus santa in action http://goo.gl/JBdh3D . If you want to look at an example video that I show my students when we start learning about the distributive property click here http://goo.gl/DZ7YgP . I have created several videos to help “hook” my students into the lesson you can find them here http://goo.gl/gRlWDH . Once I have their attention and their curiosity then I’m ready to teach them the lesson. Sometimes the video does such a good job explaining the new skill that I don’t have to spend too much time on my lecture.
Teacher Model (3 minutes)
I start my lecture with goal #1 with an example that I explain from start to end as I do a think aloud so students can hear the process to solve the problem. Students are not writing this example down in their notes, they are simply watching and asking clarifying questions as I go along. Having them just watch the example helps me make sure that they are truly paying attention and are not being distracted by trying to copy down notes.
Guided Structured Practice (6-8 minutes)
After showing the students how to solve goal #1 I have my students solve 3-5 problems with guided structured practice. We do one problem at a time as a group and by problem 2 or 3 I start calling on students to tell me what the next step should be. At this stage of my lecture I expect students to be able to tell me the correct steps to be able to complete the problem. I help them with their arithmetic to help make the process go faster because my main goal is to make sure they understand the process.
Checking for Understanding (6-10 minutes)
After completing a few problems together my students are given 5 problems to solve on their own. Depending on my class (RSP, GATE, Honors) I either have them solve one problem at a time or show them all 5 problems and they work at their own pace. During this time I’m walking around looking at their work and asking them questions to make sure they are able to understand the process. I make sure that I go to my struggling students first and see if they need one on one time. If most students are successful with these problems then I’m ready to move onto goal #2. If they are still struggling then I go back to guided structured practice and do more examples. Depending on my goal of the day and the lesson I’m teaching I might use small white boards during this time so I can see all of their work. While they are showing me their answers I make a mental note of who is not getting it right so I can work with them while they are doing their independent practice.
After checking for understanding for goal #1 I start the process over again with the teacher model for goal #2.
Independent Practice (The remaining time of class, usually 15-20 minutes)
Once I feel students have mastered the goals and objectives for the day, I have them do independent practice for the remainder of the class. I use this time to work with my intervention students. I try to make most of my class time independent practice. I want my students to be constantly practicing the skill they just learned. The less I lecture the better because it leaves more time to practice and challenge my high achievers. I have different ways to have students check their answers so that my time is freed up for my intervention group and not answering, “Is this right?” If for some reason my lesson goes long and my students don’t get to do their independent practice I use the next day to make sure they practice all period. It is so important that they practice, practice, practice. The problems can come from workbooks, textbooks, worksheets, or you can write your own problems if you don’t find something that you really like.
Exit Ticket (Last 2-3 minutes of class)
My exit tickets are more of an evaluation of how I did with my lesson. It gives me an idea of how many of my students understood what I was trying to convey to them. My exit ticket is attached to their admission ticket to help save paper. I collect it at the door on their way out. I throw away the correct answers and keep the worksheets that have the wrong answers. For a copy of the exit ticket template click here http://goo.gl/dWuNu6 . The next day when I see the student that had the wrong answer on their exit ticket I have them correct it during their warm-up and then hand it back to me. If they still get it wrong then I know I need to provide this student with an intervention at sometime during the day.
I like writing my lessons on PowerPoint because it gives me the freedom to walk around my classroom as students are doing work and it keeps me organized in my thoughts and provides structure to the students. Another great advantage is that I can print my PowerPoint lesson for my RSP students to help them keep up with their notes.To get a copy of my PowerPoint template click here: http://goo.gl/jhDB4J
