One of my favorite quotes I heard while I was there went something like this, "Are you asking students to solve problems or become problem solvers?" I credit that probing question to Chrissy Bell( @PascoMathNerd on Twitter). Her comment stuck with me, especially in light of the book we're reading. Are we creating thinkers by teaching concepts? Or are we teaching them enough to get through the next assessment?
As we reflect on last week's chapter's 1, I want you to take a moment and respond to the one or all of the following reflection questions:
Q1: Think of the way you currently teach mathematics. What aspects of it are successful?
Q2: What aspects of it trouble you and why?
Q3: Does your math instruction lead your students to a deep conceptual understanding of learning? If not, how do you think you would like to change your teaching?
This week: Read chapter 2 and we are meeting THURSDAY morning instead of Friday due to the Professional Day on the 23rd.
I enjoyed reading chapter 1 - and I do feel pretty good about my math instruction (thanks in LARGE part to the amazing Deanna Jump and DeeDee Wills - Guiding Kinders). By the end of the year last year, I had seen my very average K kids grow and use amazing "math talk" (as I call it) while they work with a partner or explain their thinking/work to the group. I also know just how many times last year, and already this year, that I feel I am still pushing along some of the kids. there are those who get it after a day or 2 of practice. Then there are those who I know lack the experience/understanding. Even as successful as this program is, I still relish the ability to slow down - especially the first 9 weeks-semester. I heard of a school that does a number a week (starting on the second week of school). Yes they learn to recognize and write the number, but so much more. Kids interact with a life-size ten frame (I've made one, haven't pulled it out yet - BOO on me!!), make the number using counters using a personal 10 frame; kids work with a huge number line (yep, I made that too, haven't used that either!) and show the number value by gluing items on each of the numbers of the number line (1 for each number, so 6 would have 6 items glued to it, etc). This school also does weekly composing/decomposing chants (WHICH I DO!!) where kids manipulate painted lima beans on a math mat (thematic - crows on a scarecrow, etc). We sing the song, then talk about how many on and off the graphic on the math mat (4 on and 2 off make 6) - beginning equations :)
ReplyDeleteDoes my teaching lead to a deep understanding?? I'd like to think yes, but I know that some concepts are undoubtedly covered better than others. Personally I am more concerned with kinders being able to create equations that say them fluently (w/o manipulatives) - I'd prefer the standard be more in line with the understanding of addition an subtraction and less about fluent facts to 5. I do think I am asking a lot of young children to do so much so quickly. In an ideal world we could all slow down a little, take 15-20% of the standards away, but expect total mastery of the remaining standards.
Connie,
DeleteYou are an awesome teacher!! Glad I got to see you do Guiding Kinders last year! Guiding Firsties is good, but also has some gaps and doesn't teach it like EngageNY does (which is how the tests are made more or less). I agree we are moving way too fast and concepts aren't getting as deep as they could or should.
I also liked Chapter One, but I want to read more about each of the steps in Guided Math. I want to help my kids as best as I possibly can and meet ALL their needs. The kids aren't quite independent enough for me to have a completely uninterrupted math center time and focus on kids needing math RTI and just math reteaching.
DeleteQ1: Think of the way you currently teach mathematics. What aspects of it are successful?
I like to think that the building of skills is going better this year with the kids. I feel like the kids surprise me and even though the skills this year are harder (in my opinion), they seem to understand it better than my kids last year.
Q2: What aspects of it trouble you and why? So much troubles me! LOL. I want to help my students as best I can and I really need more time in the day for math- to explore, to reteach, etc. I want to make sure I can help the kids understand it as best as I possibly can because it is a new way for us to teach it. We are moving way too fast through concepts and they have to learn it in too short amount of time.
Q3: Does your math instruction lead your students to a deep conceptual understanding of learning? If not, how do you think you would like to change your teaching? I am sure that some days it does lead to deep conceptual understanding of learning and there are times when I could do better. The trouble with teaching little ones is you have to get their attention with what you are doing or they tune you out. I was pleased to see that when I had to reteach 5 students who scored poorly (F's) on a math quiz..and then retested them- all improved. 3 of them got better than a 70 (although a 70 had to go in the gradebook). The other 2 did score better even if it still wasn't great. Got me excited that I am doing something right and they are beginning to understand.
Cathy - keep on trucking!! If there is one thing I learned using Guiding Kinders last year, it's that they will get it. The repeated math talks and partner work is at the heart of the math program (and really, any good math program!)
Delete