We are far beyond the place where "guess"timations and assumptions are adequate methods of deciding how to teach our students. We know that we have set curriculum that needs to be taught, and we know we have set standards that have to be met, but the methods we use to reach those goals are not set in stone. Every year we have an entirely different group of children in front of us, which means we have an entirely different set of needs learning styles, deficits, talents, and abilities. What worked well last year, may not be the ting that reaches anyone this year. We have to make sure that we are constantly analyzing the data on our students, and using that information to drive our instruction. it would be senseless to spend two weeks teaching regrouping to a class that understands it well. Sounds silly, but sometimes we do just because we had to spend two weeks doing it last year, and we have a "really cool" project that we made a couple of years ago. We have a ton of information to get across to our students. We might as well make best use of our time, so that our efforts will be effective. Data is constantly changing, because learning is constantly occurring. We have resources available to help us attain data. Let's use it to help us continuously drive in the right direction!
The ever popular buzz phrase is always Differentiated Instruction. It seems to be the best method possible to reach the various leveled learners in the classrooms. Sometimes the idea of differentiating can seem a bit easier for some subject areas than others. A challenge can arise when you consider how to group your students int eh most effective manner; how to make sure that the lessons are challenging without being too overwhelming; how to make sure you have a high quality curriculum; how to make sure you maintain strong classroom management; and how to facilitate it all and keep your head from spinning. One way to achieve those goals and keep the learning train chugging along is to use math stations. Each station can have leveled activities to reach the needs of the students. The movement will also help those students that need to get up and shift around a bit during the day. Stations provide another way to obtain formative assessment, and opportunity to build students communication with math terminology. Math stations do require preparation and planning, but the learning that takes place in the classroom will make it worth it all.
Every year at this time, we are usually eagerly anticipating that wonderful Thanksgiving Break. We are warn out from the repetition of daily routines, MAP, MEAP, after-school tutoring, DRA/MLPP, etc... The list could go on forever, because the job that you do is never ending. Hold on just a little while linger, and the break will be here before you know it. While everybody is requiring a whole lot from you, there has been a small bit of relief and help that has been created to assist...The Enactment Guides. It is a tool to use to make things easier and help us be consistent as a district and overall within Oakland Schools. Of course, as the classroom teacher, you know what things you may need to add to make sure you are differentiating and meeting the needs of your students. This is just something to help guide us along the way. Be mindful that as we move forward into Common Core, we will have to change our way of thinking and doing. Many topics that we were accustomed to covering at a set grade level has been moved to other grades. It becomes a new learning curve for us as we embark upon all the changes. All change is not comfortable initially, but if we all remain consistent in our efforts then it will benefit our students greatly.For years teachers have stressed their concerns about the spiral of Everyday Mathematics. You talked about it, and now change is here. The Districts within Oakland County have decided to do a new thing. We will no longer just stick to "the spiral" of Everyday Mathematics. Now we are chunking our lessons by curriculum units, so that our students can develop a Depth of Knowledge within units. We no longer have a day by day pacing guide, that we must follow the the letter in order to compete the spiral and tie a bow on everything. Now we have an enactment guide that helps us gage our timing, and units that do no match your set curriculum have been removed. This will enable us to cover the entire set of units for our particular grade levels. The districts still agree that Everyday Math covers more of the curriculum than any other resource, and the spiral effect, will help us continue to reinforce topics along the way. As we embrace this change, we hope that it will bring the change we need to help our students retain knowledge and continue to move forward! Change isn't always easy, but many times it makes things better!
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AuthorJuantonia Hill is the Math Instructional Coach for Southfield Public Schools. This blog represents the latest headline story inside of the monthly edition of Teacher Talk. Archives
March 2015
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