I think it’s safe to say that this topic is very important to think about at this time of year (and as the school year goes on…after all, we consider plans to be working documents). We all agreed how valuable and powerful the act of collaborating with a grade/division team plays in the process of long range planning and how successful backwards design/mapping can be when creating strong plans.
Listen in to hear our conversations about long range plans, curriculum, split/combination classes, backwards design/mapping, web 2.0 tools, staying organized, Post-It Notes, Pinterest, Evernote, Twitter, Live Binder, and more!
Find Lisa on twitter, Wednesday nights at 8:00pm EST for the New Teacher Chat (#ntchat).
This is by far one of my personal favourite podcasts yet! Huge thank you again to Lisa Dabbs for joining us…it was a pleasure to have you on, and we hope you’ll come back to continue the discussion another time. Andrew and I really appreciate all that you are doing for new teachers.
Each episode features three segments:
Quick Tip for Tomorrow
The Rookie Resource Bank
Topic: Long Range Planning
photo by: Pedro Vezini
Quick Tip for Tomorrow: Something you could do the next day in class with little or no prep and is applicable to most grade levels.
Thanks for listening. Join us for our Summer Podcast Series. Topics included will be: More about AQs, Classroom set up, the first day of school, Applying for Jobs, Setting up your Day Book, Developing classroom routines for your first month of school.
Communication is an essential piece in the learning process – it provides students an opportunity to justify their reasoning or formulate a question, leading to gained insights about their thinking. In order to communicate their thinking to others, students must be given authentic tasks to reflect on. Through cooperative learning, students can learn from the perspectives and mathematical processes of others. Further, they can learn to evaluate the thinking of others, building on those ideas for their own assessment.
The purpose of the Math Word Wall [MWW] is to identify mathematical language that students need to understand and use. If they are unfamiliar with this vocabulary, they will struggle to effectively apply strategies in the problem-solving process and will have difficulty communicating their thinking with others.
♦ Introduce math vocabulary using relevant objects, pictures and/or diagrams. Visuals are KEY!
♦ Clearly explain word meanings and make connections frequently
♦ Do not teach math vocabulary in isolation — use open-ended questions to helping students understand mathematical ideas and model how to use mathematical terms correctly.
Using literature in math can spark students’ imaginations, helping to dispel the myth that math is dull, inapplicable, and inaccessible. Reading about math can help reach at-risk students who struggle in the mathematical process, opening their minds to the ever-present phenomenon in their world that is math!
Integrate the curriculum — teach mathematical concepts and skills through literacy
Helps to motivate and engage students in problem-solving experiences connected with real world
Addresses different learning styles and helps to promote an appreciation for both math and literature
Check out these resources for teaching mathematics through literature –
When students are encouraged to write in math, they examine, express, and keep track of their thinking, which is especially useful for assessment and differentiation. To enhance and support their learning, students must first understand the reasoning behind writing in math. Further, they need to understand how to write in math – explain and model mathematical writing using details such as pictures, numbers, and words. Students’ writing can be used as springboards for classroom ‘math chats’, highlighting different approaches to problem-solving.
Be sure to provide writing prompts –
What do you think? What idea do you have?
What are you confused about?
What did you learn?
Describe what was easy and hard for you.
What type of math concepts do you find interesting? Why?
When I hear this math word, I think….
If I could ask for one thing in math, it would be…
Tell me about your prediction. Were you right or wrong?
What strategies do you like to use the most? The least? Why?
When students are given an opportunity to talk about math, they are better able to clarify their own thinking, ‘talk out’ misconceptions, and learn from others’ problem-solving strategies. It is the role of the teacher to facilitate these discussions by engaging students in sharing and listening, questioning and responding, and agreeing and disagreeing. During ‘math chats’, the teacher can further assess students’ understanding of concepts and redirect or differentiate instruction based on the students’ immediate learning needs.
However, the classroom must be a safe and inclusive learning environment so that students feel comfortable to share and make mistakes publically. Students need clear, highly set expectations on what ‘doing math’ looks like, sounds like, and feels like in the classroom. Once the ground rules for respect have been established, then authentic mathematical dialogue and collaboration can evolve…that’s when the real learning begins!
The Rookie Teacher is committed to facilitating new teacher collaboration, offering ideas, information, and resources, and inspiring a future of life long learners. A wise educator once said, “Take Chances, Make Mistakes and Get Messy.” Thank you for visiting our blog and joining in on the discussion. Please take a moment to listen to The Lounge podcast.