My Dilemma I had an experience last week that has me in a professional dilemma, and I’m looking for your input. My dilemma may be emotionally charged to you; it is to me, but I assure you that I want to seek a positive outcome for everyone involved (the student, teacher, parent, and me) in […]
Last week, I wrote about Pair Drawings, one of my favorite ways to establish classroom norms at the beginning of the school year.
Starting on the first day of school, I want my students to know these two fundamental norms. (1) Learning mathematics is a collaborative effort. It’s something we do together; it’s not something that I do to you. (2) How you respond to frustration when you’re struggling reveals more about your talents and character than your ability to avoid struggling altogether.
Simply telling my students these norms won’t be as effective as having them practice these norms and uncover them for themselves by reflecting on their experiences. That’s why I appreciate Pair Drawings so much.
But the learning students make from this activity won’t endure unless we do two things:
1. Allow students to see themselves reflected in these norms.
2. Post a physical, visual reminder of the classroom norms in the right place.
Here’s a way to do that.
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 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.
Welcome back math geeks!
I love teaching young students about data and statistics. And I enjoy finding ways to make data and statistics matter more to young students. But I’m troubled by two curriculum practices about how we teach students to think about data and statistics, especially at the K-6 level. This post is Part 2. In my first post, I wrote about how data is often represented to students in heavily scaffolded textbook pages that rob students of the opportunity to purposely engage in thinking, wondering, and discourse…and a solution to this practice. (If you missed Part 1, click here.)
In this post, I’ll outline another troubling practice and my attempt to help to teachers work around this obstacle.
I conducted a lesson study with some elementary teachers. We used Dan Meyer’s engaging lesson called Sugar Packets to get students talking about an interesting problem, sharing their thinking, showing what they know about division strategies. Dan has the lesson listed as 6th grade ratio and proportional reasoning activity, but we found this problem to be suitable for both 3rd and 4th graders and possibly as a review for 5th graders. There is a remainder in the solution. And we found that this lesson works best if students haven’t had many opportunities to learn about remainders. It’s a wonderful introduction to thinking about the contextual and mathematic meaning for the remainder. (If you teach 3rd grade, I think you’ll find that your students will dig it! Don’t let the remainder spook you off!)
This lesson addresses many of the Operation and Algebraic Thinking standards for 3rd and 4th grade. It is also a rich opportunity for students to reason abstractly and quantitatively and to communicate their reasoning with each other.
So, give it a read and give it a go! Let us know what you learn. Let’s get better together.
For the past few weeks, I’ve had the fun opportunity to write for the Global Math Department newsletter. Haven’t heard of the Global Math Department? It’s great tool to find out what’s going on in the online math world about math teaching and watch professional development webinars. Check the site out here and read about some of the fine folks that coordinate the work here.
In the last newsletter, Bridget Dunbar (@BridgetDunbar), Anna Bornstein (@Borschtwithanna), and I (@mathgeek76) wrote separately about the importance of grade level teachers sharing and learning from teachers at other grade levels. Teachers of all levels have a lot to learn from each other. You can find the complete newsletter here. (If you sign up, you’ll get weekly newsletters straight to your inbox!)
Here’s what I wrote about using Desmos as an instructional tool in the elementary classroom. While historically used by secondary teachers, several elementary teachers are creating a lot of useful stuff. Give it a read. Share your thinking. And I invited you to a call to action.