Guided Math in Action - Chapters 3 and 4

Happy Sunday, friends!

I'm back for the next chapters in our book study.

 Remember I will be posting on Thursdays and Sundays...now if only I could remember that! Did you notice I posted too early last time??? If you missed that one (chapters 1 and 2) click here.

Chapter 3 (my thoughts)

Practice, practice, practice. This chapter on managing the math workshop reminded me a lot of how I begin the Daily 5 each year. Expectations must be clear. Lots of modeling--desirable and less desirable behaviors. Dr. Nicki suggests spending the first four weeks of school practicing routines. 

The chapter also had a lot of good thoughts and examples on organizing the workshop. I especially loved this quote from page 35, "Staying organized is going to help you keep your sanity." 

1

I don't have a teacher's toolkit, but I need one now! Ha! I spent time making sure I had all the necessary materials and manipulatives ready for my class each day. Most of them were centrally located on a shelf in my classroom, but I can see now that by organizing a toolkit I would actually save myself time.

2

My students do have toolkits. They have rulers, templates (with shapes and rulers on the side), base 10 blocks, coins, cards for card games, dice, whiteboards, markers and erasers. As I mentioned in the first post, all of these items were kept in team tubs and the students could access them at any time.

3

Establishing routines and expectations is hard work! I feel like the first couple of weeks of school that is all I do. 

I explain a lot. 

I model a lot. 

I have students explain a lot. 

I have students model a lot. 

Do you see the repetition? That is really what establishing routines and expectations is all about. We practice over and over again. 

I get to the point where I just want to teach already and feel like pulling my hair out. Anyone else?

Psst...this is when I miss my previous class the most. :-)

But I persevere, knowing that one day my class will be working like a well-oiled machine and I will stand back in awe of how independent my students have become.

Chapter 4 (my thoughts)

I really appreciated the opening to this chapter called Working with Everyone. Too often I think teachers either choose to or they are expected to work with the low kids and push the higher kids off to the side. It is just not fair! Maybe I'm more sensitive to this because I have two pretty smart kids and I don't want them to be pushed to the side. I want them to be benefit from their teacher's instruction and be challenged as well.

Dr. Nicki says, "All students need the teacher's attention at some point to push them to the next skill level (pg. 41)." She also cautions against having a teacher's assistant work with the same group all the time.

Forming groups (which should be flexible) should be based on math data that the teacher collects on each student. One example would be a pre-assessment as you move into a new unit. I'm definitely weak in the area of record keeping in math and will need to get a system in place so that I can group students and move them as needed. I'm looking forward to seeing ideas on this from those who have already started guided math.

"There is no one right way to schedule (pg. 43)."

"Create a system that you will use (pg. 45)."

Thank you, Dr. Nicki!

I love the freedom the above quotes give to teachers. Teaching is all about what works for you and your class. Sometimes I think we feel pressured to follow a certain structure or routine when it is really okay to "make it work for you."

1

Yes, but not consistently. Guided math here I come!

2

Very fluid. I normally pulled students who struggled with a particular skill or problem based on what I was observing (or grading).

3

Remember I said I was weak in this area... I keep math grades and test scores. I also keep a record of where the kids are on their facts practice. I don't keep notes on individual students (at least not on paper anyway). This is definitely a goal for me this year. I can see the value in getting to know my kids more mathematically and having records of where they are (and where they need to be).

Now I have started thinking...

How will I do this with my curriculum (SAXON)? Hmmm...

Anyone out there have suggestions for using a curriculum in a guided math structure? I'd love to hear it!

See you on Wednesday Thursday for chapter five! :-)

P.S. Look what I found on YouTube...Dr. Nicki Newton. Lots of goodies!

An InLinkz Link-up

Guided Math in Action - Chapters 1 and 2

It's here! It's here! 

Book study time! 

Let's get right to it, shall we?

Let me start with a little background. 

Since implementing Daily 5 in my reading instruction a couple years ago, I have wanted to find a way to incorporate small group into my math block. 

The struggle I have had is time. My math block is shorter than my reading block, and it was difficult for me to envision taking the time to teach lessons in the small group format.

Instead I did what I called math rotations. I did a whole group lesson, followed by three rotations. 

1. Math page

2. Mountain Math/Mountain Language

3. Facts Practice (computer and/or game with partner)

It was helpful in that I had only a small group of kiddos needing assistance with their math practice page at any given time. I wasn't stretched as thin. Instead of 20 kids working on the page at one time, there may have been 6 or 7.

However, I knew it could be better. 

Last year was my first year in second grade, and it was plain to see that the range of math understanding and ability among my kiddos was HUGE. I had some kids struggle to master their basic addition facts, while others moved into division facts.

I knew I had to make a change for next year...and here we are.

Chapter One (my thoughts)

"You get to invite each student to a front-row seat--as a participant, not a spectator (pg. 3)"

I don't want my kiddos to be spectators. I want them engaged and in on the action. I know that too often in whole-group, I lose them no matter how hard I try...

"Guided math allows you to meet students where they are so you can take them where they need to go (pg. 9)."

"...students work on "just right" problems in their zone of proximal development...not too easy or too hard but 'just right'...just enough of a reach that students learn from each new mathematical encounter (pg. 7)."

Reflecting on this year, I know that some of my kiddos were just stretched too far. They became frustrated and in turn did not enjoy math. :-( They needed more time building conceptual understanding of numbers and concepts. On the flip side, there were also those students who could have been challenged more. This is what excites me about implementing small group instruction into my math block. 

Okay, on to the discussion questions:

1

I completely agree that we need to find ways to "reach and teach all students." I try to use a variety of teaching strategies in my room, but it was good to be reminded not to rely too heavily on the strategies that I like the best or am most comfortable with. 

REFLECTING is key. What is working? What is not working? Get out of our comfort zones and devise new and engaging ways to teach!

2

Promoting perseverance was probably a weak point for me. I tried to be their biggest cheerleader and convince them that math was fun and they were smarter than they realized. 

However, the book suggests on page 11, "Children are taught to acknowledge and work through frustrating moments while learning to become confident mathematicians." I wasn't very good at the acknowledging part. Instead I would skip right to cheering them on and ignoring somewhat (ouch! - that hurts to admit) that it was difficult for them.

Chapter Two (my thoughts)

My biggest takeaway from this chapter had to do with building a sense of community. I want my students to feel safe sharing their thoughts about math (and everything else). I like the idea of students learning to defend their thinking and challenge the thinking of others. I want to remember to use the phrases "prove it" or "show me what you know."

I'm very excited to use number talks and math energizers to get my little mathematicians thinking and talking about math. A number talk is a short talk about numbers usually focused on strategies. Students share ways to solve problems and model them. A math energizer is a short game that builds fluency and automaticity.

"Never skip the share period (pg. 25)."

I know I need to do a better job of incorporating a share. The share happens at the end of the workshop and while students discuss their thinking, I will be able to make sure they leave with some specific takeaways.

Last year was my first year having what I called "Team Tubs." I had four color teams and they each had a tub with math tools and manipulatives. I loved that the whole class didn't have to wait in line when they needed to get their math tools.

I also had one area designated for my math anchor charts and/or things that I wanted them to be able to refer back to. This year I'm planning to incorporate a math journal/notebook and want it to be a useful tool for them.

If I observed someone doing exceptional thinking, I would often have them share. However, I can see the value in allowing a time for all students to share their strategies and thinking. I will definitely be working on this and attempting to do a better job building a community that is comfortable sharing and questioning their thinking.

I'm sorry that this was such a long post! 

If you've stuck with me, please comment and let me know your thoughts on the chapters and/or how your math block is run.

How do you build a sense of community in your classroom? 

I'd love to hear from you!

An InLinkz Link-up

Hooray! It's Starting! A Guided Math in Action Book Study

I just love a good book study. In fact, some of you may have been following us when we got involved in the Daily 5 book study a couple of summers ago. That study transformed the way I teach reading, and I'm hoping I'll be able to say the same about this next book study (only about my teaching of math).

I've joined Courtney and Sarah over at Guided Math Adventures for their book study. We're going to take a close look at Guided Math in Action by Nicki Newton over the next few weeks.

I'll admit I cheated...I've been reading ahead.

Shhh! Don't tell!

I ordered my book on Amazon and had it in less than a week (even with the free shipping option). I just had to start reading and I can't wait to get in on the great discussion that I know is going to surround this book on some fantastic blogs. You can see who all it participating down below.

Here's a peek at the schedule:

You'll notice the schedule is set to post on Sundays and Wednesdays. Since we do Wisdom for Wednesday on our blog, my posting days will be Sundays and Thursdays.

It is not too late for you to get your copy and participate along with me! A book study is only good when there is lots of discussion and opportunities to really challenge our thinking. 

I hope you'll follow along with me and comment, comment, comment to make the most of it!

An InLinkz Link-up