***Practice 1 - Schema-Based Instruction*** ![[Pasted image 20260421142029.png]] Schema-based instruction teaches students to identify the underlying structure of a word problem before attempting to solve it. Rather than hunting for keywords, students learn to recognize problem types — part-part-whole, compare, and change — and apply a consistent visual diagram and solution strategy for each type. |Pros|Cons| |---|---| |Strong research base especially for students with learning disabilities.|Requires sustained, explicit instruction in each schema before transfer occurs.| |Reduces reliance on unreliable keyword strategies.|Students may apply the wrong schema if problem type is not identified correctly.| |Builds transferable problem-solving habits across math contexts.|Teachers need training to implement SBI with fidelity.| **** ### ***Practice 2 - Think Alouds and Problem Solving Anchor Charts*** ![[Pasted image 20260421142044.png]] Teacher think-alouds model the internal dialogue of an expert problem solver — making visible the process of reading the problem, identifying what is known and unknown, selecting a strategy, and checking the answer. Anchor charts posted in the classroom give students a permanent visual reference for problem-solving steps they can return to independently. |Pros|Cons| |---|---| |Makes invisible thinking processes explicit and accessible.|Anchor charts lose effectiveness if they are not regularly referenced and used.| |Students internalize the modeled language over time through repeated exposure.|Think-alouds require careful scripting to be effective rather than confusing.| |Easy to pair with any problem type or content area.|Students may copy the steps without developing genuine problem-solving reasoning.|