1. This week has been a little out of the ordinary in my placement. Illnesses and meetings have caused these two days to go by fast. Even though the teacher may not be here, the students are and so is “MATH”. However, I think there are two types of math. The first type of math is the type your teacher teaches. It’s the kind that either goes by the curriculum or to your needs, sometimes goes off a book, and is taught by the teacher him or herself. The second type of math is what I sometimes call “substitute math”. This math (as you probably have already guessed) is usually formulated with packets of review, math problems that have been seen before, TAKS (or STAR) questions from past tests, and is discussed when the teacher is out of the room. This week, I saw both types of math in my setting. The first day here, there was a substitute because my cooperating teacher was ill. So, students worked on their problem of the day (which is sometimes done even when the teacher is present, but it is mainly “Daily 4” that they work on when they arrive), and a couple of TAKS related problems. Now, even though these questions are formulated to resemble TAKS questions, I still think students can be taught how to solve these problems (such as a mini-lesson). That however did not happen. Students were given the problem of the day and worked on it alone (which is what normally happens), however when a student finished the substitute would then check the students work and go over it with that student alone until another student finished in which she turned her attention to the new student. Once the students were finished they moved on to their TAKS problems and the same procedure took place. However, she did project some “talk moves” when working with the students. She would restate the students’ problem solving strategy, and ask the student if she explained it correctly. I think I would have allowed students to share strategies with each other, and even ask if they could explain how they thought someone else solved the problem. I also would have worked together on each of the problem. I think having the students see different ways to solve a problem (even a TAKS problem) could benefit the student and can lead to higher thinking.
2. When the teacher was back in the room, students started working on “Daily 4” and different strategies to solving problems (such as algorithm, number facts, and expanding the numbers). Before showing each strategy the teacher would ask the students how they would solve the problem. Then she would explain back to the student and ask if that’s how they solved the problem. Finally she’d ask if another student understood and if they could add on their own way or what they thought. Some of the strategies the students would use were strategies the teacher explained, which would excite the student. I think the teacher did a good job with the “talk moves”. I don’t think I would have changed this lesson. I really liked how she allowed the students time to solve it their own way, and then asked the other student to explain. Finally she showed several strategies they could use, and she stressed they could use whichever strategy they prefer. I think this is important because sometimes students feel like they are restricted to one strategy when in fact they are not. It still allows a sense of exploration, but provides help if needed.
Thanks for sharing this, Ashley. I'm sorry that this was such a disruptive week for you, and I'm glad you at least got to see the difference in your teacher and a substitute. I was hoping for a little more detail in what you described, as well as visual images to better show what you're talking about. I know it's not always easy to remember each and every thing that happened, but when you talk about how your teacher allowed different strategies, I want to know which specific strategies she allowed students to use. And when you say she used "talk moves" effectively, I would like to know which ones you specifically noticed and in what capacity.
ReplyDeleteOverall, I think you did some great noticing here. Dividing math into two camps: teacher math and substitute math is a unique way to describe the differences in what you saw. I'm wondering what you noticed specifically in what the students did, how they learned in the two different environments.
When a substitute is in the classroom, its really difficult to engage in normal habits because that person is not apart of the "normal" routine. I can also see how TAKS type problems and worksheets don't really allow a foundation to build conversations on. To me, the best time to engage in math moves talks would be when introducing new concepts. Its more of a working with math type of thing rather than a doing math type of thing.
ReplyDeleteLike your teacher, I too find that having other students explain their work is wonderful. It's interesting to see how our students think and to see the multiple different strategies that may be used to solve the same problem. I am always fascinated when I learn something new from a student, whether it be a complete strategy, a saying or acronym, or just what their preferred manipulative is. When students see that multiple strategies are effective, they tend to be more confident in being creative and sharing responses. Though it may be difficult to teaching something than "my way," it is important that as teachers, we continue to foster an appreciation for differences in learning. In this way, our students are able to learn from both the teacher ans their peers to choose strategies that work best for them.
ReplyDeleteAshley,
ReplyDeleteI liked that you wrote about how math happened in your class when the substitute was there. Sometimes it seems like math on sub days can really be almost pointless, but she tried. You also gave some really great strategies how you could have turned the review work and problem solving into a great lesson and discussion, instead of the students just quietly working on math problems. Explaining concepts they already know, or are beginning to grasp would help them further understanding no matter what.
Jennifer