Teaching Struggling Students in Math Too Many Grades of D or F [Hardcover]

Hanlon (director, Southern Nevada Regional Professional Development Program) outlines how teachers and school administrators might help students achieve in mathematics. Hanlon's components of an effective lesson include introduction, daily review, daily objective, concept and skill development and application, guided/independent/group practice, homework assignments, closure, and long-term memory review. This model is similar to other models that the author neglects to attribute to past instructional designers such as Madeline Hunter and Robert Gagne and Leslie Briggs. Hanlon stresses the importance of protocols and high expectations for student success; lesson preparation; effective use of instructional time; student note taking; making homework assignments worthwhile; test preparation; test administration; and nurturing student, parent, and administrator relationships, which affect student performance. The book includes examples of exercises that would enhance student learning and discussions of the appropriate uses of technology, variety and balance in the delivery of instruction, and the need to consider how student characteristics influence assessment. The author puts forward the steps for developing a department improvement plan, effective teacher supervision, and strong student-teacher relationships. The book would be enhanced by including a bibliography of research citations that support the practices discussed and links to further readings. Summing Up: Recommended. Upper-division undergraduate, graduate, research, and professional collections.Teaching Struggling Students in Math by Bill Hanlon gives research-based best practices for beginning and experienced teachers. . . .This book is an easy-to-read, invaluable resource for both teachers and administrators.This book outlines the authors vision for quality mathematics instruction. . . .This book might be useful for mathematics supervisors looking for a model for how to summarize their own visions of mathl#£