Welcome back math nerds!
This is my favorite time of year. Clean slate, clean classrooms, fresh ideas, and refreshing optimism. I also love this time of year because I love building classroom norms and setting the tone for the classroom culture that is necessary for productive and rich mathematical thinking and discourse.
Starting on the first day of school, I want my students to know these norms:
Learning mathematics is a collaborative effort. It’s something we do together; it’s not something that I do to you.
How you respond to the frustration of struggling reveals more about your talents and character than your ability to avoid struggling altogether.
But I don’t want to tell my students these norms; I want them to practice these norms and uncover them for themselves by reflecting on their experiences.
“Pair Drawings” is one of three activities I use in the classroom to build culture and outline norms at the beginning of the school year.
Estimation Stations are 10-minute activities for teachers to use to build number sense, promote statistical literacy, and foster purposeful student discourse about estimations in the elementary, middle, and high school classroom. These activities can be an ongoing, weekly instructional routine that teachers can use to invite students to have meaningful and purposeful conversations about their reasoning and work together to refine their accuracy as estimators (individually and as a class).
I facilitate a lot of lesson studies, lead workshops, and orchestrate other professional learning opportunities with teachers around the country. I’ve learned that teaching is a professional and personal act of passion. We teach who we are, and we have deeply held cultural beliefs about our work. Teaching is an action that is informed by our beliefs, and before any good, productive professional learning can happen, we need to hold space to share these personal beliefs with each other.
I often start my work by having teachers reflect on their passions and identity as a teacher. In the past, I’ve used the National School Reform Faculty’s document called Passion Profiles, but I’ve found the document has some limitations. So I created my own based on their amazing work and my experiences of what works.
I’ve inserted the full activity in this post.
What do you think? Is this valuable to you as a teacher? As a facilitator or leader? How can we make this better? Feedback welcomed. Please share your thoughts in the comment section or keep the conversation going on Twitter (@mathgeek76).
I have a problem, and I need your help. I love teaching young students about data and statistics. And I enjoy finding ways to make data and statistics matter more to young students. I’m troubled by how we teach students to think about data and statistics, and I have some ideas on how we can […]
Question: If someone asks you what “elicit” means, could you nail the definition? Try it. How’d you do?
Confession: I was an English Literature major in college. I tutored college-level math and fell in love with teaching because of math. But back then, words and expression and theater were my jam. And in many ways they still are.
I was co-writing an article the other month about instructional routines that elicit student discourse in the math classroom. And at one point, the word-nerd in me paused to ponder, “What the does ‘elicit’ really mean? Is it an invitation? Is it a pulling or a pushing? What other words have the same root as elicit? Illicit? Were they opposites? Did they have related etymologies?”
I figured it was worth exploring and down the rabbit-hole I went. Once again.
What do we do when the needs of our students conflict with the mandates of our profession?
I share this dilemma because I think it’s important that we do so as educators. Too often, we privatize our experiences in isolated silos, unwilling to expose our sense of conflict and turmoil as we navigate the messy dilemmas inherent in our work.
Failure seems safer when no one is watching. We need to have the courage to make failure cheap.
I want to share with you a video that shows the raw power of using Clothesline Math in your classroom to promote student to student discourse. I share this video because I want you to see how clothesline activities generate student to student discourse and promote student thinking and math development. And I want you to feel empowered to use this tool in your classroom. And I invite you to share what you learn in your elementary, middle, or high school classrooms.
Welcome back Math Geeks!
In this week’s Global Math Department newsletter, I wrote about some stuff (activities, resources, writing, thinking) that I found useful, inspiring, and worth sharing. I’d like to share a few of them with you here. There’s some Desmos stuff and some pondering about place value stuff. There’s some questioning stuff and student discourse stuff. There’s also other stuff and it’s all inspiring stuff. Let’s get started.
Check out this compeling video from Andrew Stadel. What do you notice? What do you wonder? How can this be used to teach students about adding fractions?
I conducted a lesson study about fractions with some 5th grade teachers. We used Andrew’s elegantly simple lesson called Black Box 2 to get students talking about adding fractions with unlike denominators. This task is ideal for introducing the intellectual need for finding a common denominator before adding fractions procedurally. Student discourse is rich and meaningful and lively. Give it a read. You won’t be disappointed.
I had the opportunity to give a talk at CMC-South earlier this month about my work conducting lesson studies. About 40 inspiring educators showed up to geek out with me and learn about ways to generate teacher buy-in so that teacher learning made during lesson study leads to lasting professional growth. This post contains a quick outline of part of my talk and the resources I shared with participants. Please feel free to use the resources in your own work conducting lesson study. I’d love to hear feedback. Let’s get better together.