Tuesday, July 10, 2018

Thought Provoking Post by Carol Black

"There is something profoundly deadening to a curious, engaged child about the feeling of being watched and measured, or even, some studies suggest, the anticipation of being measured. Sure, some kids seem to dig it. They preen and pose for it, they compete with their friends for it, they want to be better than everybody else. But everybody can’t be better than everybody else, and this business of being constantly scrutinized and compared to others does something insidious to the life of a child. I've seen kids drop what they're doing in an instant when they realize they're being observed in an appraising way. A wall goes up. The lights go out."

Math Resources

I have been keeping a series of open tabs with various math resources that I want to curate and use with my students. I need to clear out some of those tabs so I am going to link those resources here so that I can share them with you and find them later myself.

Becoming the Math Teacher You Wish You'd Had - A companion website for the book by Tracy Zager

Listening to Children's Thinking

"This approach to assessment is guided by the principle that children bring an intuitive knowledge of mathematics with them to school and that this knowledge should serve as the basis for developing formal mathematics instruction."

Who Talks? "Numberless" Graphs in Grade 2

"What I most was reminded of was how much depth and understanding can come out of just talking about what we see. This is why we spend so much time noticing and wondering (in math and in all subjects). When we slow down and just observe, we make the most sense for ourselves."

Counting Collections: One Nearly-Perfect Answer to Inclusion

"One assumption about heterogeneous pairs like this is that the general education students will help the special education students and not be challenged themselves. (I hear this thought often as my school discusses increasing the amount of inclusion we will do in the future.) Because of the low-floor, high-ceiling nature of the task and the many choices involved, most of the time this does not seem to be a problem. One student deepens her understanding of counting by twos, another gains fluency with counting, others build their understanding of our system of tens, and another works on multiplication. It is really exciting to watch."

Collection of Blog Posts by Kristin Gray - lots of discussion and many ideas here

Counting Collection Lessons and Videos by Teacher Education by Design

More 3-Act Tasks for Elementary School 

Classroom Lessons from Marilyn Burns

Dr. Nicki's Guided Math Blog 

Collection of Math Games Using a Deck of Cards  

Dice Chats - another math routine


The Work of Back to School by Chad Everett

"A paint scheme or flexible seating won’t change a student’s life, but a teacher who is committed to respect and creating an equitable environment will.

Know this: your classroom does not have to look like it's pulled from a Pinterest board to make you an effective teacher. You are enough. You don’t have to teach like a pirate, like a champion, or like your hair is on fire to be enough. You do have to commit to showing up for 180 days and doing the work—the work that is not always visible, the work you may never be recognized for doing, the work that is the foundation of all the other work."

Math Perspectives by Brian Bushart

Brian Bushart has shared some of the things he learned while attending the Math Perspectives Leadership Institute led by Kathy Richardson. He has also written a blog post about his thinking now. All of it is worth reading and thinking about. I wanted to save his thinking so I am sharing it here.

“Our standards on the other hand are all about getting answers and going at a pace that is likely too fast for many of our students. We end up with classrooms where many students are just imitating procedures or saying words they do not really understand. How long before these students find themselves in intervention? We blame the students (and they likely blame themselves) and put the burden on teachers down the road to try to build the foundation because we never gave it the time it deserved.”