Article: Best Practice in Mathematics
Author: Zemelman, S., Daniels, H., & Hyde, A. (2005)
This article had wonderful ideas pertaining to my new action research topic which will focus primarily on the effects of journaling on mathematical understanding. As with the Best Practices in Reading article that I read last week, there were some consistent themes found within the reading.
One re-curring theme that is found in successful math classrooms, is the presence of real, authentic mathematical experiences for the students. The authors state that math needs to be "meaningful"(pg. 3), which is similar to the essential understanding of other subject matters as well. One of the most important ways to help assist with a student's understanding is also to relate math to patterns and relationships. The authors state, "teachers should show students how to use the concepts taught in math powerfully, and with full understanding."
How do you accomplish this? By promoting coherence and emphasizing BIG ideas, and connections over and over again. The authors describe 5 intertwined processes to help build mathematical understanding which are:
1) connections: relating math to the "real-world" and using authentic experiences. "Making connections requires reasoning." p.11
2)problem solving: working in small and large groups, using specific strategies to work through problems
3) representations: Using manipulatives, journaling, drawing a pictures, make a list or table, acting math out
4) communicating ideas: Working in small groups
5) reasoning and proofs: Talking to others, sharing invented strategies
Another re-accuring theme was the use of math language. As teachers, it is important for us to develop a classroom environment that promotes math thinking and math talk. Allowing students to share ideas with the whole group and with small groups gives the opportunity to collaborate with others and make connections. We also need to be aware of the questions we ask to ensure we are intentionally guiding our students to the understandings we need them to obtain.
I am intrigued with the concept of math journals and am anxious to implement these tools in my classroom next year. I have incorporated an abundance of "math-talk" sessions over the last year, where students share their thinking with fellow classmates. I would like to see how journaling, communicating and representing ideas through words and drawings will help me to see conceptual understandings for formative assessments and guidance.
Sunday, June 30, 2013
Wednesday, June 26, 2013
Chapter 8-Seven Strategies
Main Points: 2 Important Points
-best practice is a philosophy
-organization is key
Connections and Ideas Want to Incorporate...
*Small Groups: In my classroom, at the first grade level, small groupings have been beneficial for modeling and role-playing various concepts, such as proficient reading and writing. Creative writing centers with iPads has also been something that gives the students an opportunity to bounce creative ideas off of each other as they make a story.
*Text coding with Mind Maps has been a wonderful tool for me, and also for my students. It is has been beneficial for them to visualize how the different parts of a concept or story work together. I can see how text coding will be beneficial for them to use in communicating their understandings to me or to themselves.
*RTL: Have my students keep a math and reading journal's or "learning logs" and the to enrich the learning process and allow students the to write and draw with their ideas to become active learners.
* Classroom WKSP: I love schedule and the ideas of classroom workshops, because of the ability to model various ideas and concepts for your students, and the time it gives students to work on their own needs. This would definitely be a bit of work to get started, to ensure you could effectively have resources available for each student to have their choice of materials, whether it be with a reading book at the appropriate level, a writing topic available for each student, or setting up conference schedules. Once again, it comes back to organization.
*The concept of making learning authentic has been something I continue to strive for. I have a ways to go, but I have given more accountability to my students and have given them a "say" on how we've done certain groups, classroom design and small group activities. Like I've stated in past blogs, although I do work with first graders, their abilities for self-regulation and independence are well beyond what some might think. I continue to work on how to incorporate this at home and would like to involve other classrooms during our math, reading and science times to team-teach and learn together.
*Integrative units is something that I am working on throughout the summer. As a team, we've looked at home we can combine different subjects together under a BIG umbrella to ensure connectivity and fluidity.
*I believe in the idea of getting away from a one-size-fits-all way of teaching. The author states, "Teaching doesn't mean "talking" compared to what we've thought in the past." We can demonstrate techniques and strategies, but we need to determine where our efforts should be placed. Instead of re-teaching a concept to the whole class, when only 1/3 of the students need re-explaining, we need to channel our energy to setting up worth-while experiences that can engage the other 2/3's of students while we reteach.
-best practice is a philosophy
-organization is key
Connections and Ideas Want to Incorporate...
*Small Groups: In my classroom, at the first grade level, small groupings have been beneficial for modeling and role-playing various concepts, such as proficient reading and writing. Creative writing centers with iPads has also been something that gives the students an opportunity to bounce creative ideas off of each other as they make a story.
*Text coding with Mind Maps has been a wonderful tool for me, and also for my students. It is has been beneficial for them to visualize how the different parts of a concept or story work together. I can see how text coding will be beneficial for them to use in communicating their understandings to me or to themselves.
*RTL: Have my students keep a math and reading journal's or "learning logs" and the to enrich the learning process and allow students the to write and draw with their ideas to become active learners.
* Classroom WKSP: I love schedule and the ideas of classroom workshops, because of the ability to model various ideas and concepts for your students, and the time it gives students to work on their own needs. This would definitely be a bit of work to get started, to ensure you could effectively have resources available for each student to have their choice of materials, whether it be with a reading book at the appropriate level, a writing topic available for each student, or setting up conference schedules. Once again, it comes back to organization.
*The concept of making learning authentic has been something I continue to strive for. I have a ways to go, but I have given more accountability to my students and have given them a "say" on how we've done certain groups, classroom design and small group activities. Like I've stated in past blogs, although I do work with first graders, their abilities for self-regulation and independence are well beyond what some might think. I continue to work on how to incorporate this at home and would like to involve other classrooms during our math, reading and science times to team-teach and learn together.
*Integrative units is something that I am working on throughout the summer. As a team, we've looked at home we can combine different subjects together under a BIG umbrella to ensure connectivity and fluidity.
*I believe in the idea of getting away from a one-size-fits-all way of teaching. The author states, "Teaching doesn't mean "talking" compared to what we've thought in the past." We can demonstrate techniques and strategies, but we need to determine where our efforts should be placed. Instead of re-teaching a concept to the whole class, when only 1/3 of the students need re-explaining, we need to channel our energy to setting up worth-while experiences that can engage the other 2/3's of students while we reteach.
Friday, June 14, 2013
Attention
This article was so reassuring to read. I have so many great pieces to discuss and use, it would take a while to get it all down! I've decided to choose the most influential to me for discussion.
1. Prioritize your life, get to the core of what’s important to you, and simplify things.(p.33)
It sounds easy to do, but I struggle to put it into practice. As Houston and Sokolow state, the there are so many distractions in the world that it is hard to sift through what is important and what isn't. I continue to work towards simplification and minimalism.
2. There’s a call for urgency and a call for what’s important. (p.23)
Another great reminder. I feel this most in my classroom as I find myself making what seems like a hundred decisions a second some days! With my students, anything can seem like it needs attention right now, but in all reality, I think it’s important to sit back, address the situation and allow the students to do some problem solving on their own. In regards to new ideas and projects that come forth throughout the year, I need to analyze how the idea should be use, why it’s important and how it will benefit my kids before I use it.
3. Pay more attention to your thoughts and how they shape you. (p.21) Your thoughts set up an energy field, and that field tends to attract like-minded energy.
You are what you think!
4. Attention , in part is an effort to be attentive to what’s happening around you, by being grounded to what’s happening around you, and by being grounded in who you are.
I believe it’s important to be a part of your surroundings. I can lack effort or attention at times with things that I don’t find important, but what others might enjoy. I find myself stuck in my own thoughts and need to continue to find a way to focus on the foreground and the background more effectively.
AGAPE: IDEA
The Lasaillian Concepts of Association, Generativity and Adaptation have truly been trans-formative to the way I approach my classroom now. Whether it be the way I'm thinking about my classroom, students, learning plans, spiritual approach or intention, I am continually thinking of my classroom as a "living" organism (which I've mentioned earlier in posts.) This living organism concept has worked for me, because living organisms are constantly changing and growing, as is a classroom.
In the area of instruction, I have continued to be mindful of our early readings and discussions regarding play and community. We start each morning off with a Morning Meeting routine, to allow for sharing and greetings. The UbD is another concept has been a new concept that I continue to grow with in terms of instruction. It's benefits are very clear and it has allowed me and my classroom to be more creative, engaging, effective and efficient. During the school year, I've incorporated the idea of Mind Mapping which has added another aspect on creative thinking. I've also enjoyed using many new instructional strategies during my instruction.
In the area of discipline, the most significant change has revolved around my action research project based off of oral reading fluency. This research process has opened a new lens on the possibilities in the area of early childhood literacy that is very enticing. I am anxious to continue to implement and incorporate new best practice methods in my future classroom. Through Kidblog entries, I've also noted a few other instructional areas that I would like to think more deeply about and research possible interventions.
My classroom environment has been an area that I have enjoyed playing around with over the course of the year. The possibilities seem endless when thinking about engaging classrooms. The article "Look Before You Leap," had many strategies to keep in the forefront as I become a more constructive teacher. I plan on applying the "less is more" concept to the environment I create and want to make the classroom ownership my students rather than thinking it needs to be mine.
The area of assessment continues to be guided by formative and summative assessments that drive my UbD unit planning. As with my instruction, thinking of the assessments and essential understandings first, allows the educational environment and learning plans to become more meaningful, focused, effective, efficient, and engaging.
In the area of instruction, I have continued to be mindful of our early readings and discussions regarding play and community. We start each morning off with a Morning Meeting routine, to allow for sharing and greetings. The UbD is another concept has been a new concept that I continue to grow with in terms of instruction. It's benefits are very clear and it has allowed me and my classroom to be more creative, engaging, effective and efficient. During the school year, I've incorporated the idea of Mind Mapping which has added another aspect on creative thinking. I've also enjoyed using many new instructional strategies during my instruction.
In the area of discipline, the most significant change has revolved around my action research project based off of oral reading fluency. This research process has opened a new lens on the possibilities in the area of early childhood literacy that is very enticing. I am anxious to continue to implement and incorporate new best practice methods in my future classroom. Through Kidblog entries, I've also noted a few other instructional areas that I would like to think more deeply about and research possible interventions.
My classroom environment has been an area that I have enjoyed playing around with over the course of the year. The possibilities seem endless when thinking about engaging classrooms. The article "Look Before You Leap," had many strategies to keep in the forefront as I become a more constructive teacher. I plan on applying the "less is more" concept to the environment I create and want to make the classroom ownership my students rather than thinking it needs to be mine.
The area of assessment continues to be guided by formative and summative assessments that drive my UbD unit planning. As with my instruction, thinking of the assessments and essential understandings first, allows the educational environment and learning plans to become more meaningful, focused, effective, efficient, and engaging.
Thursday, June 13, 2013
UbD Unit Relfection
UbD Unit Reflection
By planning the unit with the standards in the forefront, the unit objectives were much more focused and centered around a “theme.” They can be seen leading in each lesson, and also show adhesiveness towards lessons in the future. I found it more effective to lay out the standards and was also able to determine whether or not an objective/standard was met.
It was extremely manageable to incorporate the EU’s and EQ’s during the teaching phase. I found that I was able to use the EQ’s in many different scenarios such as a morning meeting question, or just a note on the board. The EU’s gave my students and myself several opportunities to come together and reflect on what we had learned, what we wanted to continue learning, and where we were going as a group. The EQ’s allowed us many different avenues to travel while investigating our topic.
I felt and still feel that the EU’s and EQ’s were road signs and maps for us. Both entities of the BD philosophy allow many opportunities to see where the unit is going and also gives the students meaning and relativity to what is being discussed.
With my BD development, the formative and summative assessments were already developed with our curriculum series. I can tell you though, that it has made a difference in how I've prioritized and focused each part of each lesson. In my experience with the assessments, it has helped to guide my lessons and allowed me to look at where I am putting my energy as well as my students'. The students' performance has improved, because everything we work towards and practice during our daily lessons, is something that will need to mastered by the assessments, but can also be applied to a greater understanding to be used in the future.
The biggest benefit to this style of planning, has been the constant funnel effect back to the “main” EU’s. During any lesson, you can ask any student, any time, to tell you how this related to what we are discussing and 9/10 times, they can give you an appropriate answer. I believe with this style of planning and teaching, it also allows students to have more control over what they are discussing and what they find important. It seems to give more ownership to the learner, and challenges to become a leader, instead of being reliable on you for each new piece they learn.
Praxis
Continuing along with the theme of my own growth, guidance, and intention, along with what really makes a difference in the fluency improvement among students, I can highlight and cite some pivotal changes I've incorporated into my classroom this year and plan to use next year.
Here is what the research says, according the BIG WIGS...and a small bit on what I've done because of it...
1. Types of materials to choose could be Reader's Theaters, poems, leveled books, audio books, songs, plays or song lyrics, which all lend themselves most fittingly to fluency instruction (Rasinski, 2005).
Towards the final portion of my school year, I have incorporated numerous poems, listening activities, and plays which have been intended to give my students an opportunity to delve into effective, enjoyable and relative reading materials that are fun to read!
2. Regardless of a student’s age, fluent oral reading to the students, coupled with discussion of a response to the reading, should be a regular part of any instructional package for children who are struggling with reading (Opitz and Rasinski, 1998). Modeling various readings can give teachers a chance to reflect before, during and after a story, giving insight to emergent readers on how they use various reading skills and how to process the information read.
Even I get excited about reading aloud to my students. Partly, because I love getting into character and performing, but also because nothing compares to the engagement and excitement in each students eyes when you have a read aloud that comes to life. When the students see, hear, and watch you model an effective, fluent, expressive read aloud, they want to be like you! That is what they take with them.
3. Listening centers also provide additional, effective fluency practice. At listening centers, students can listen to an audio story, poem or play read through a reading curriculum CD, read by a teacher or even a student. Listening centers and assisted reading have a positive impact on fluency (Rasinski, 2005).
One of the biggest questions among the teachers I worked with this year was, "What do we do with all of our new iPads?" A listening center gave me a wonderful opportunity to showcase how this technology can be used. With an idea from a fellow master's colleague, and the app "WavePad" for the iPhone, I set out a few iPads and our monthly poems at a listening center, and had student's record themselves reading the poems. Students were in groups of 2-4. When I first discussed the center, you would have thought it was Christmas morning! They were so excited. Soon after the centers began, you could hear the voice inflection, and variation; the students became different characters, and soon I began to hear character parts evolve...remember, all I asked them to do was record themselves! They took this center to a whole new level and they had FUN with it!
4. For independent reading routines to succeed, students need support, excellent materials to read, ample and consistent amounts of time, and opportunities to share their responses while reading with others (Padak and Potenza-Radis 2010). As students are surrounded by caring, knowledgeable, enthusiastic teachers, their chance of succeeding with fluency will be greatly enhanced.
One last area that was truly a "game" changer in my classroom was the implementation of STAR time (Stop, Take a Book, and Read). We began this experiment by challenging ourselves to 10 minutes of silent reading. Students chose appropriate leveled books from our Guided Reading selection, and I had to sit down and read as well. Nothing is worse than having to be a student watch their teacher cruise around the room trying to get something besides reading done. A big piece of fluency success is modeling. After our first bout with 10 minutes, the students asked for 2 more minutes! Soon after the first, second, and third day of this procedure, I found that after they had read, most students wanted to share something about their books, so we added another "quick" time period to share 1 interesting item about their books with a neighbor. I felt as if we truly fostered a "love" of reading. I plan on using this time as soon as possible next year, and might include a day to read with a buddy (fellow student) or two.
Here is what the research says, according the BIG WIGS...and a small bit on what I've done because of it...
1. Types of materials to choose could be Reader's Theaters, poems, leveled books, audio books, songs, plays or song lyrics, which all lend themselves most fittingly to fluency instruction (Rasinski, 2005).
Towards the final portion of my school year, I have incorporated numerous poems, listening activities, and plays which have been intended to give my students an opportunity to delve into effective, enjoyable and relative reading materials that are fun to read!
2. Regardless of a student’s age, fluent oral reading to the students, coupled with discussion of a response to the reading, should be a regular part of any instructional package for children who are struggling with reading (Opitz and Rasinski, 1998). Modeling various readings can give teachers a chance to reflect before, during and after a story, giving insight to emergent readers on how they use various reading skills and how to process the information read.
Even I get excited about reading aloud to my students. Partly, because I love getting into character and performing, but also because nothing compares to the engagement and excitement in each students eyes when you have a read aloud that comes to life. When the students see, hear, and watch you model an effective, fluent, expressive read aloud, they want to be like you! That is what they take with them.
3. Listening centers also provide additional, effective fluency practice. At listening centers, students can listen to an audio story, poem or play read through a reading curriculum CD, read by a teacher or even a student. Listening centers and assisted reading have a positive impact on fluency (Rasinski, 2005).
One of the biggest questions among the teachers I worked with this year was, "What do we do with all of our new iPads?" A listening center gave me a wonderful opportunity to showcase how this technology can be used. With an idea from a fellow master's colleague, and the app "WavePad" for the iPhone, I set out a few iPads and our monthly poems at a listening center, and had student's record themselves reading the poems. Students were in groups of 2-4. When I first discussed the center, you would have thought it was Christmas morning! They were so excited. Soon after the centers began, you could hear the voice inflection, and variation; the students became different characters, and soon I began to hear character parts evolve...remember, all I asked them to do was record themselves! They took this center to a whole new level and they had FUN with it!
4. For independent reading routines to succeed, students need support, excellent materials to read, ample and consistent amounts of time, and opportunities to share their responses while reading with others (Padak and Potenza-Radis 2010). As students are surrounded by caring, knowledgeable, enthusiastic teachers, their chance of succeeding with fluency will be greatly enhanced.
One last area that was truly a "game" changer in my classroom was the implementation of STAR time (Stop, Take a Book, and Read). We began this experiment by challenging ourselves to 10 minutes of silent reading. Students chose appropriate leveled books from our Guided Reading selection, and I had to sit down and read as well. Nothing is worse than having to be a student watch their teacher cruise around the room trying to get something besides reading done. A big piece of fluency success is modeling. After our first bout with 10 minutes, the students asked for 2 more minutes! Soon after the first, second, and third day of this procedure, I found that after they had read, most students wanted to share something about their books, so we added another "quick" time period to share 1 interesting item about their books with a neighbor. I felt as if we truly fostered a "love" of reading. I plan on using this time as soon as possible next year, and might include a day to read with a buddy (fellow student) or two.
Wednesday, June 12, 2013
Change and Growth
For the reflection on my growth and change over the school year, please follow the link provided.
Change and Growth: 2012-2013 School Year
Change and Growth: 2012-2013 School Year
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