If you are applying to a school district for an elementary teaching position, you can almost be certain of a question on your ability to teach mathematics. Your question might be associated with the necessity to address your state standards test, or it might just ask you about your general approach to teaching a concept. Either way; make no mistake, this is an important question. Flub this one and you may well have moved yourself down in the selection process.
Because this is such an important area, let me give you a solid approach that is sure to turn heads and have the committee nodding in agreement. First, you probably already recognize that math can be troublesome for many young learners. The reason for this is often found in the fact that understanding is so solidly rooted in the hierarchical nature of the subject. If you fail to grasp simple concepts, the more complex applications become nearly impossible. This is something you will need to take into account in your answer, and this article is going to show you a simple, straightforward way to accomplish that goal! Let's look at a sample question.
Q. How would you teach division of fractions to a class of fourth grade students?
I chose this topic deliberately because it is so often one where the cluster scores on state tests indicates lower mastery performance by many students and classes. For that reason, if your question is open-ended, you should select a topic that is a little complex around which to frame your answer. This way you can couple it with preparation for the state test and add impact to your relative standing.
Questions that ask you "how you might teach" a particular skill or concept are best attacked through use of what is called, a "task analysis." The task analysis begins with the "outcome goal;" in this case division of fractions. From there, you identify the "specific sub-skills" that a student MUST understand in order to master that outcome goal. Here is how it might look.
Outcome goal: The student will be able to divide fractions such as 1/2 and 1/4.
Essential sub-tasks to master this problem:
The student can set up the problem in written form.
The student knows the multiplication facts.
The student understands reciprocals and how 1/4 would become 4/1.
The student knows the procedures for multiplying out fractions
The student knows how to reduce fractions where necessary.
Once you have these subtasks identified, you would explain how you would order them from least complex or most basic, then on to the more complex and higher order operations. Catalog how each one of those sub-tasks will be taught and checked for understanding in your lesson. By insuring that students are on board and fully able to do each sub-task, you dramatically promote the probability of their mastery. You might even wish to explain how you would provide a small amount of guided practice on some of the key elements such as reciprocal conversion or multiplying out in the final step. These small practice steps are essential in "cementing the new concepts" into memory.
During your answer, make it more powerful by explaining how, through use of this task analysis, you can diagnose learning problems as soon as they occur. It is easy to then make prescriptive changes to your lesson in exactly the right places and with complete confidence of essential skill mastery. The diagnostic-prescriptive approach will be one very few, if any, of the other candidates will include. That sets your answer a light-year apart!
The final piece to really "knock 'em dead" is to now tie your question to the dreaded state test. Because this is such an important concept and one sure to be on the state test, you need to describe a plan that "maintains student understanding" all the way to whenever that exam is given. To do this, give notice of your intent to include a few distributed practice items on the division of fractions throughout the year. By including these added practice items, the concept remains fresh and student proficiency remains high. It also alerts you to any potential need to conduct some refresher teaching. You can trust me on this; almost no one will think to take the answer to this level. That makes you the stand-out candidate.
I mentioned above that if you flub this answer, your stock would likely go down. Well, provide an answer shaped like this and your stock goes off the chart... UP! Think this through. Go make an index card with your answer. Practice it multiple times. Then go into that interview and Knock 'em Dead!!
Because this is such an important area, let me give you a solid approach that is sure to turn heads and have the committee nodding in agreement. First, you probably already recognize that math can be troublesome for many young learners. The reason for this is often found in the fact that understanding is so solidly rooted in the hierarchical nature of the subject. If you fail to grasp simple concepts, the more complex applications become nearly impossible. This is something you will need to take into account in your answer, and this article is going to show you a simple, straightforward way to accomplish that goal! Let's look at a sample question.
Q. How would you teach division of fractions to a class of fourth grade students?
I chose this topic deliberately because it is so often one where the cluster scores on state tests indicates lower mastery performance by many students and classes. For that reason, if your question is open-ended, you should select a topic that is a little complex around which to frame your answer. This way you can couple it with preparation for the state test and add impact to your relative standing.
Questions that ask you "how you might teach" a particular skill or concept are best attacked through use of what is called, a "task analysis." The task analysis begins with the "outcome goal;" in this case division of fractions. From there, you identify the "specific sub-skills" that a student MUST understand in order to master that outcome goal. Here is how it might look.
Outcome goal: The student will be able to divide fractions such as 1/2 and 1/4.
Essential sub-tasks to master this problem:
The student can set up the problem in written form.
The student knows the multiplication facts.
The student understands reciprocals and how 1/4 would become 4/1.
The student knows the procedures for multiplying out fractions
The student knows how to reduce fractions where necessary.
Once you have these subtasks identified, you would explain how you would order them from least complex or most basic, then on to the more complex and higher order operations. Catalog how each one of those sub-tasks will be taught and checked for understanding in your lesson. By insuring that students are on board and fully able to do each sub-task, you dramatically promote the probability of their mastery. You might even wish to explain how you would provide a small amount of guided practice on some of the key elements such as reciprocal conversion or multiplying out in the final step. These small practice steps are essential in "cementing the new concepts" into memory.
During your answer, make it more powerful by explaining how, through use of this task analysis, you can diagnose learning problems as soon as they occur. It is easy to then make prescriptive changes to your lesson in exactly the right places and with complete confidence of essential skill mastery. The diagnostic-prescriptive approach will be one very few, if any, of the other candidates will include. That sets your answer a light-year apart!
The final piece to really "knock 'em dead" is to now tie your question to the dreaded state test. Because this is such an important concept and one sure to be on the state test, you need to describe a plan that "maintains student understanding" all the way to whenever that exam is given. To do this, give notice of your intent to include a few distributed practice items on the division of fractions throughout the year. By including these added practice items, the concept remains fresh and student proficiency remains high. It also alerts you to any potential need to conduct some refresher teaching. You can trust me on this; almost no one will think to take the answer to this level. That makes you the stand-out candidate.
I mentioned above that if you flub this answer, your stock would likely go down. Well, provide an answer shaped like this and your stock goes off the chart... UP! Think this through. Go make an index card with your answer. Practice it multiple times. Then go into that interview and Knock 'em Dead!!
My name is Robert W. Pollock. I am an educator, with over 34 years experience, a speaker, a consultant, and the author of 'Teacher Interviews. How to Get Them & How to Get Hired!. I have spoken to 1,000's of prospective teachers on how to interview and get the job. I have consulted with numerous schools around the country. Currently I am a professor of Education at Tusculum College, Knoxville, TN, where I also serve as the president of their alumni board.
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