Model-Lead-Test+Strategy

= **Model-Lead-Test Strategy** =

Mathematics in secondary education
 * Content:**

This technique is appropriate to use with grade levels 4-12 in the mathematics setting
 * Grade Level:**

M.O.7.1.3 using simple computation and problem-solving situations, demonstrate fluency and justify solutions in performing operations with rational numbers including negative numbers for
 * Curriculum Standards** **for seventh grade students:**
 * adding
 * subtracting
 * multiplying
 * dividing

M.O.7.4.2 use the Pythagorean Theorem to find the length of any side of a right triangle and apply to problem solving situations

M.O.7.2.7 determine the slope of a line from its graphical representation.

The Model-Lead-Test strategy is an excellent strategy to use in mathematics, especially with older students. This strategy involves the teacher modeling the problem for the student, leading them through the problem, and then testing them on what they have learned.
 * Description of Practices:**

//Model//: Teacher will model various math problems such as slope, multiplication, division etc. with the students. The teacher will model examples for the students to follow. //Lead//: The teacher will then give each student the same problem, and lead the students through it. The teacher will allow the students to practice how to correctly assess the problem. //Test//: After modeling the problem and leading the problem with the students, the teacher will then give the students their own problem to try by themselves. This will allow the students to "test" the type of problems they have been learning at hand. When the students are tested this will enable the teachers to see whether or not the students have understood the problem through the Model-Test-Lead strategy.

I believe this is an excellent strategy to use in classrooms when teaching a difficult topic for the students to understand. For example, if the teacher is teaching a new algebraic equation to be used it would be important for the teacher to model, lead, and then test the student on this topic. This will enable the teacher to teach the students through the equation and then test them individually on the process they have learned. The teacher should consider making sure the students understand the topic in modeling enough to being led into the process of the problem and then tested on it. This is important because a teacher should not give a student an assignment that was not thoroughly explained before-hand. Another consideration would be to consider when the teacher is going to use this process and in which subject area. Personally, I think this would be a great mathematics and reading technique for the teacher to work on with the students.
 * Implementation Considerations:**

This strategy is more of a teaching strategy as opposed to a task. An example of this strategy would be as followed:
 * Example**:

Model: The teacher will model the pythagorean theorem problem when given a right triangle and the formula to solve the problem. (a2 + b2= c2) with the length of the sides being 12 and 9. Lead: The teacher will give new right triangle problems to complete pythagorean theorem problems with the students using 13 and 5 as the length of the sides. The teacher will ask to student input and will go over the correct answer with the student. Test: The teacher will then test the students on the formula for right triangles to see what the students have learned from modeling and leading through the problem.

This is an example of the problems that can be used.

Although this article is geared towards students with learning disabilities, this can be used for all students in a general education setting. Jones, E. D., Wilson, R., & Bhojwani,. (1997). Mathematics instruction for secondary students with learning disabilities. Journal of Learning Disabilities, 30(2), Retrieved from http://www.pdrom.coursepath.org/courses/APDROM12_dev/Math Instruction--Jones et al..pdf
 * Citation:**