Case Book Three

Char is preparing her students for an upcoming math and science test. The test requires that students be able to remember information and use it in completing a written multi-part problem. Char is unsure how to best help her students, and decides to talk with her mentor, Ms. Thomas about this.

MS. EMMER: Melba, I learned a lot of things in school when it came to teaching math, and trying to meet student needs. I guess you could say I learned lots of useful tricks. However, I really don't know how to help my students with this upcoming test. The state mandates the test, so the students have to take it. They will have to recall a lot of different information, and do it in a short period of time. My students often rely on each other for remembering, and they have to work alone on this test. I guess I just don't know how to help them.

MS. THOMAS: I know how frustrating it is when you have to give a test and you don't know what the exact question is, and you don't know how to best prepare your students for it. I share your frustration, but that won't help us. We haven't talked about the memory strategies you have taught your students already. Let's start there. What have you taught them?

MS. EMMER: I have taught them a lot of rhymes and quick little sayings to remember things. I just worked with some of them on "square up" because they were not remembering that they had to put the two for indicating the square up off of the line. They were making eight-squared read like eighty-two!

MS. THOMAS: That's a good one. What else?

MS. EMMER: I think that I taught them how to put together things to remember, how to take things they don't know and put it with things they know. Isn't that association learning?

MS. THOMAS: Okay, so they are associating things they don't know with things they know, right? What are you doing to have them learn to pull things out of their memory?

MS. EMMER: Nothing, I guess. I really don't stress that.

MS. THOMAS: You were just telling me that they have to be able to remember things and use them. I think that is your starting point. What would happen if you tried to take ten minutes each session, just until the testing, and had students recall things they know? You could play your own version of some miscellaneous information game show!

MS. EMMER: That sounds like a great idea. I really welcome this. Thanks! I'll let you know how it goes next week.

Teacher Notes:

• Not all teachers will have the benefit of a mentor to help process what they are doing in the classroom. If you do not have a mentor, try to find someone who will talk through ideas with you. Sometimes that person can be at your school, or in your district. Sometimes you can find that person through your university. Sometimes you will find someone through a professional teacher organization, and only have contact through the Internet/email. Remember that any opportunities to have someone else work through plans with you can only benefit your students and your practice.