Thursday, March 24, 2011
Saturday, March 19, 2011
Consider my boat Rocked.
Shift in my thinking #1: always make it meaningful.
I will definitely be on the lookout for 'adult uses for math'. Some I have already tried are http://www.worldometers.info/ , https://www.cia.gov/library/publications/the-world-factbook/ as well as census data in tinkerplots. I'd like to try Google Earth (http://realworldmath.org).
Shift in my thinking #2: that every student gets what they need.
Assessment should be about individual growth, shouldn't it. We need to compare what the student did before we started the unit, to what they can do after learning took place. If a student could already make a pattern by changing 3 attributes before we start a lesson on patterning with 3 attributes, then maybe that student shouldn't just get an 'A' because they have reached the goal we have set out (maybe the bar should be set a bit higher)?
We do need to find meaningful ways for all students to show what they know. The hard part is deciding “when enough is enough”. Can we truly allow a student to spend as long as they need to – until they have mastered the task? Maybe it's more about finding a task that “gives students what they need for growth” than making sure they are 'at level'.
Shift in my thinking #3: don't focus so much on evaluation.
I need to focus more on learning and less on grading. Pushed by students and parents and administrators – this is so hard to accomplish. If we spend more time taking note of REAL and authentic expressions of THINKING in our classrooms it can be very hard to turn around and tack a grade on it. I use a lot of rubrics – I guess what I need to do is less focus on the level number and more focus on what is written inside the little box I have circled “student measurements are approximate, needs to work on ruler skills” or something like that.
Shift in my thinking #4: stop categorizing students as levels.
Have I ever said “oooh my level one's could never do that task” or “Josh, your work is always a level 4, do you feel like this is your best work”? Guilty. How about “We are grade 5 students here, we need to give grade 5 answers” yeah. I do try to resist doing this sort of categorizing, and I am slowly weeding it out of my vocabulary. Ever since I started this course I have tried using more open ended questions and parallel tasks, and taking student responses as 'their best attempt'. The neat thing is that these types of REAL problems engage students, and inspire them to do their personal best. The fact that they don't find the work too easy or too hard really helps them be themselves too (in fact sometimes kids who I may have targeted as 'my level ones' have surprised me with brilliant answers, where a paper and pencil worksheets would have previously left them in the dust)
Shift in my thinking #5: Group work is great, but it can't be the only way we do things.
Is it fair to give everyone in the group the same grade? I use group work for many things, but I really should use it less for my culminating task. If I want kids to make a thermos to measure temperature and capacity – it is just easier to have groups so that I don't end up with 30 thermoses. In the future, my group work will be more formative and less for evaluation.
I will definitely be on the lookout for 'adult uses for math'. Some I have already tried are http://www.worldometers.info/ , https://www.cia.gov/library/publications/the-world-factbook/ as well as census data in tinkerplots. I'd like to try Google Earth (http://realworldmath.org).
Shift in my thinking #2: that every student gets what they need.
Assessment should be about individual growth, shouldn't it. We need to compare what the student did before we started the unit, to what they can do after learning took place. If a student could already make a pattern by changing 3 attributes before we start a lesson on patterning with 3 attributes, then maybe that student shouldn't just get an 'A' because they have reached the goal we have set out (maybe the bar should be set a bit higher)?
We do need to find meaningful ways for all students to show what they know. The hard part is deciding “when enough is enough”. Can we truly allow a student to spend as long as they need to – until they have mastered the task? Maybe it's more about finding a task that “gives students what they need for growth” than making sure they are 'at level'.
Shift in my thinking #3: don't focus so much on evaluation.
I need to focus more on learning and less on grading. Pushed by students and parents and administrators – this is so hard to accomplish. If we spend more time taking note of REAL and authentic expressions of THINKING in our classrooms it can be very hard to turn around and tack a grade on it. I use a lot of rubrics – I guess what I need to do is less focus on the level number and more focus on what is written inside the little box I have circled “student measurements are approximate, needs to work on ruler skills” or something like that.
Shift in my thinking #4: stop categorizing students as levels.
Have I ever said “oooh my level one's could never do that task” or “Josh, your work is always a level 4, do you feel like this is your best work”? Guilty. How about “We are grade 5 students here, we need to give grade 5 answers” yeah. I do try to resist doing this sort of categorizing, and I am slowly weeding it out of my vocabulary. Ever since I started this course I have tried using more open ended questions and parallel tasks, and taking student responses as 'their best attempt'. The neat thing is that these types of REAL problems engage students, and inspire them to do their personal best. The fact that they don't find the work too easy or too hard really helps them be themselves too (in fact sometimes kids who I may have targeted as 'my level ones' have surprised me with brilliant answers, where a paper and pencil worksheets would have previously left them in the dust)
Shift in my thinking #5: Group work is great, but it can't be the only way we do things.
Is it fair to give everyone in the group the same grade? I use group work for many things, but I really should use it less for my culminating task. If I want kids to make a thermos to measure temperature and capacity – it is just easier to have groups so that I don't end up with 30 thermoses. In the future, my group work will be more formative and less for evaluation.
Friday, February 18, 2011
Mission Possible.
Here is what I am going to do. I, a humble supply teacher, am going to make it my mission to spread the word about best practices in mathematics instruction for ALL learners. Who's problem is it? It's my problem. And yours.
First thing's first. Let's identify the students in the class that seem to be struggling with math or openly HATE math. There must be a reason for this. I will make it my job to record these instances. I will do my best to ensure that students have all of the tools they need for math that day. This will include a solid understanding of the task at hand as well as the physical resources, including math manipulatives. I will arrive early and make sure everything is ready. The math storage closet will be my new friend. I will preview and test the plan for math and create parallel tasks if necessary. A class list will help me keep track of any anecdotal records I have for the teacher.I will be patient and give students the time they need. I will take any help I can get from support staff. This will not mean busy work for the staff – this will mean actual support for students who really need it (extra time, scaffolding, enrichment, scribing, probing questions, etc.)
I will insist on perseverance and independence, but also be a caring facilitator.
When I am in a long term position, I plan to construct an effective learning environment for all of my students. I will start by collaborating regularly with my grade team colleagues. We will focus first on the neediest students, creating programming for the unit to include meaningful tasks that will allow success and independence for all of the learners in my class. This will include a focus on the students who we decide need it most. Strategies will be put in place right in the unit to differentiate and meet these specific needs. We will make sure that the big ideas in our unit trickle down into each 3-part lesson. As we implement the plan, we will be sure to use reflection – both ours and the students – as a thermometer for success in the classroom. Meaningful anchor charts and student work will be the backdrop for our learning. Evaluation will be fair, and reflect the true abilities of my students. Students will leave my class with a love for math, and an answer to the age old question "what did you learn in school today?"
First thing's first. Let's identify the students in the class that seem to be struggling with math or openly HATE math. There must be a reason for this. I will make it my job to record these instances. I will do my best to ensure that students have all of the tools they need for math that day. This will include a solid understanding of the task at hand as well as the physical resources, including math manipulatives. I will arrive early and make sure everything is ready. The math storage closet will be my new friend. I will preview and test the plan for math and create parallel tasks if necessary. A class list will help me keep track of any anecdotal records I have for the teacher.I will be patient and give students the time they need. I will take any help I can get from support staff. This will not mean busy work for the staff – this will mean actual support for students who really need it (extra time, scaffolding, enrichment, scribing, probing questions, etc.)
I will insist on perseverance and independence, but also be a caring facilitator.
When I am in a long term position, I plan to construct an effective learning environment for all of my students. I will start by collaborating regularly with my grade team colleagues. We will focus first on the neediest students, creating programming for the unit to include meaningful tasks that will allow success and independence for all of the learners in my class. This will include a focus on the students who we decide need it most. Strategies will be put in place right in the unit to differentiate and meet these specific needs. We will make sure that the big ideas in our unit trickle down into each 3-part lesson. As we implement the plan, we will be sure to use reflection – both ours and the students – as a thermometer for success in the classroom. Meaningful anchor charts and student work will be the backdrop for our learning. Evaluation will be fair, and reflect the true abilities of my students. Students will leave my class with a love for math, and an answer to the age old question "what did you learn in school today?"
Thursday, February 17, 2011
What's the difference?
When you walk through the average school you will generally find one of three things happening in the classrooms: silence, working volume, bedlam. Regardless of the difference, one kid will sit silently in the corner and one kid will be bouncing in his chair, another will be completely focused on his pencil shavings and lead collection, another will be sitting quietly “attending “ to the task in front of him but not printing a thing or just going through the motions. Which kid is learning disabled, which kid is gifted? Good question. Some of us may never find out if we don't take the time to care. This is a typical classroom anywhere in Ontario.
The learning disabled child is hard to identify. He appears off task or has attentional issues. So just be patient and he will finally figure things out, right? Or put him on the computer and let him play math games. He will get the concept , right? No, he will develop some skills to finally arrive at the correct answer, it is likely that he has arrived at the answer by trial and error. He has been on the program so long that he has figures it out or a buddy has helpfully pointed out the answer.
This child is a whiz at simple addition and subtraction and arrives at the answers as quickly as the gifted kids, ask him to tell you how he got there and he has difficulty communicating this. To solve word problems you highlight the part of the sentence you wish for him to copy to start to answer the question and the letters are flipped and turned. Now, are you beginning to see that this student is experiencing difficulty in math. As long as you were doing simple computation worksheets he did well. This is just one of the scenarios of the LD child in the classroom. Slipping under the teacher's radar. His parents say he is just immature and a “typical boy”. In the meantime, we just put a band-aid on the problem - frustrated with him.
Something must be done.
The learning disabled child is hard to identify. He appears off task or has attentional issues. So just be patient and he will finally figure things out, right? Or put him on the computer and let him play math games. He will get the concept , right? No, he will develop some skills to finally arrive at the correct answer, it is likely that he has arrived at the answer by trial and error. He has been on the program so long that he has figures it out or a buddy has helpfully pointed out the answer.
This child is a whiz at simple addition and subtraction and arrives at the answers as quickly as the gifted kids, ask him to tell you how he got there and he has difficulty communicating this. To solve word problems you highlight the part of the sentence you wish for him to copy to start to answer the question and the letters are flipped and turned. Now, are you beginning to see that this student is experiencing difficulty in math. As long as you were doing simple computation worksheets he did well. This is just one of the scenarios of the LD child in the classroom. Slipping under the teacher's radar. His parents say he is just immature and a “typical boy”. In the meantime, we just put a band-aid on the problem - frustrated with him.
Something must be done.
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