Numeracy
2016-2017
Essential Question:
How can Problem Solving allow me to engage every student in my classroom and drive student learning forward?
Why did I choose Problem Solving?
I started to explore this topic in the last few years with my students. I was very interested when I taught grade 1 two years ago and had the opportunity to work in the Differentiate Instruction cohort. I want to meet students at their level and bring them as far as I can while building strong number sense. Problem Solving is a way to reach students and have them talking about math and teaching each other. Problem Solving is a great way to differentiate instruction.
How does your Essential Question align with your Program of Studies?
My lessons will be based on program of studies. I often use the achievement indicators to help develop questions and assessments for the outcomes.
How does your choice align with the particular set of students that you teach?
I want students to have math conferences - I want them talking about their strategies and taking their learning farther. According to Jo Boaler's research, all students can be numerate and solve mathematical problems. "If brains can change in three weeks, imagine what can happen in a year of math class if students are given the right math materials and receive positive messages about their potential and ability." (From www.youcubed.org).
What is the plan?
My plan is to implement problem solving opportunities at least once a week . As the year goes on, I want to develop more focused assessment checklists/forms to help track learning. Formative assessment strategies will continue to include anecdotal notes, pictures in Seesaw and work shown in pictures, numbers and words.
I started to explore this topic in the last few years with my students. I was very interested when I taught grade 1 two years ago and had the opportunity to work in the Differentiate Instruction cohort. I want to meet students at their level and bring them as far as I can while building strong number sense. Problem Solving is a way to reach students and have them talking about math and teaching each other. Problem Solving is a great way to differentiate instruction.
How does your Essential Question align with your Program of Studies?
My lessons will be based on program of studies. I often use the achievement indicators to help develop questions and assessments for the outcomes.
How does your choice align with the particular set of students that you teach?
I want students to have math conferences - I want them talking about their strategies and taking their learning farther. According to Jo Boaler's research, all students can be numerate and solve mathematical problems. "If brains can change in three weeks, imagine what can happen in a year of math class if students are given the right math materials and receive positive messages about their potential and ability." (From www.youcubed.org).
What is the plan?
My plan is to implement problem solving opportunities at least once a week . As the year goes on, I want to develop more focused assessment checklists/forms to help track learning. Formative assessment strategies will continue to include anecdotal notes, pictures in Seesaw and work shown in pictures, numbers and words.
Teaching Quality Standard and how this document relates to choice of Guided Math:
TQS - 3 d) Teachers know there are many approaches to teaching and learning: Teachers appreciate individual differences and believe all students can learn, albeit at different rates and in different ways. They recognize students' different learning styles and the different ways they learn, and accommodate these differences in individuals and groups of students including students with special learning needs.
Teachers understand the fluidity of teaching and learning. They constantly monitor the effectiveness and appropriateness of their practices and students’ activities, and change them as needed.
TQS - 3 d) Teachers know there are many approaches to teaching and learning: Teachers appreciate individual differences and believe all students can learn, albeit at different rates and in different ways. They recognize students' different learning styles and the different ways they learn, and accommodate these differences in individuals and groups of students including students with special learning needs.
Teachers understand the fluidity of teaching and learning. They constantly monitor the effectiveness and appropriateness of their practices and students’ activities, and change them as needed.
Timeline
September 30
We discussed our essential question, how we will incorporate it, how to run centers while working with a small group on guided math. What's next - make groups for GM and set up centers.
October 21
We searched for guided math resources and ordered a book called Guided Math in Action. We made a template for our guided math sessions that we will trial and tweak if necessary. We looked at some blogs and websites for guided math. What's next - try out the new lesson plan template.
November 25
After meeting with Alicia Burdess at the November staff meeting, my PLP partner and I have changed our essential question to focus on problem solving. We are reading and viewing the work of Jo Boaler (www.youcubed.org) and reading "Coming to Know Number" by Greyson Wheatley. What's next - to attend the problem solving group at St. Patrick's Catholic School on November 29 at 430 and December 6 at CEC. We will also implement problem solving opportunities in our classes and reflect on how it is going in our rooms.
January 20
I attended the problem solving meeting in November at St. Pat's school. Also, Alicia came to teach a problem solving question in December. What's next - develop a check list for assessment. I will also purchase another Graysen Wheatley book about math in Grade Prek-2 and a problem solving book based on fictional stories.
February 4
Faith Day
March 3
I have been doing problem solving with my students at least once a week. Some problems have taken the whole class, and some problems have been used to open our math lesson. I have used the Teaching Student-Centered Mathematics by Van De Walle and have also used the Coming to Know Number by Grayson Wheatley. Both books have been a valuable resource. What's next - I will continue to use my resources and create problem solving opportunities for my students.
May 5
I've continued to focus on problem solving and reading the resources I've purchased. I've also finished up my PLP.
We discussed our essential question, how we will incorporate it, how to run centers while working with a small group on guided math. What's next - make groups for GM and set up centers.
October 21
We searched for guided math resources and ordered a book called Guided Math in Action. We made a template for our guided math sessions that we will trial and tweak if necessary. We looked at some blogs and websites for guided math. What's next - try out the new lesson plan template.
November 25
After meeting with Alicia Burdess at the November staff meeting, my PLP partner and I have changed our essential question to focus on problem solving. We are reading and viewing the work of Jo Boaler (www.youcubed.org) and reading "Coming to Know Number" by Greyson Wheatley. What's next - to attend the problem solving group at St. Patrick's Catholic School on November 29 at 430 and December 6 at CEC. We will also implement problem solving opportunities in our classes and reflect on how it is going in our rooms.
January 20
I attended the problem solving meeting in November at St. Pat's school. Also, Alicia came to teach a problem solving question in December. What's next - develop a check list for assessment. I will also purchase another Graysen Wheatley book about math in Grade Prek-2 and a problem solving book based on fictional stories.
February 4
Faith Day
March 3
I have been doing problem solving with my students at least once a week. Some problems have taken the whole class, and some problems have been used to open our math lesson. I have used the Teaching Student-Centered Mathematics by Van De Walle and have also used the Coming to Know Number by Grayson Wheatley. Both books have been a valuable resource. What's next - I will continue to use my resources and create problem solving opportunities for my students.
May 5
I've continued to focus on problem solving and reading the resources I've purchased. I've also finished up my PLP.
Impact on Student Learning
Over the course of the year, the students have greatly improved in all aspects of problem solving. When the students tried their very first problem, they did not how to work in a group. I had put out a marker for each student and paired them myself. They did their own problem - they didn't talk to each other. In fact, they didn't talk at all. It was so quiet! We had conversations and practice group work. I also changed some logistics - only one marker and one eraser per group. As the year has progressed, their group working skills have improved. They are more aware of taking turns with the marker, with less teacher prompt. Their conversations are focused on the problem at hand.
The students can all start with a picture and many have moved on to showing their thoughts with numerical representation. I have been able to use their work to show how to write equations (example - where does a + and = go). I am impressed with the improvement and look forward to see how much more they'll improve as we incorporate more problem solving in the class.
The students can all start with a picture and many have moved on to showing their thoughts with numerical representation. I have been able to use their work to show how to write equations (example - where does a + and = go). I am impressed with the improvement and look forward to see how much more they'll improve as we incorporate more problem solving in the class.
Final Thoughts
What would I change if I were to do this again?
When I start problem solving with my students next year, I know that I'll start with how to work in a group! We will establish group norms and expectations.
What was the biggest challenge for me?
The biggest challenge for me was finding "deep" problems. What is a "deep" problem? When I started, the ones I thought were deep weren't necessarily. The problems that I have used after Christmas break have incorporated more multiplicative and divisive thinking. I have also incorporated more problems that have "challenges" for the students that can finish quickly.
What was the most important thing I learned?
I learned that I need to teach group work first. They didn't know how to talk to each other about math. They were so quiet when we first started. Now they're able to take turns, talk about the problem and strategies that they've used.
What am I most proud of?
I am really proud of the video in which P and W figured out the Advent question. I loved how they used the classroom environment to print numbers. They worked together using different strategies to solve the problem. It was a perfect example of what I was trying to achieve during problem solving!
What is the next step in my learning?
I will continue to explore my resources, especially the "Teaching Student-Centered Mathematics" and my resources on Twitter and internet. I will continue to compile a data base of questions that I have used with my students.
When I start problem solving with my students next year, I know that I'll start with how to work in a group! We will establish group norms and expectations.
What was the biggest challenge for me?
The biggest challenge for me was finding "deep" problems. What is a "deep" problem? When I started, the ones I thought were deep weren't necessarily. The problems that I have used after Christmas break have incorporated more multiplicative and divisive thinking. I have also incorporated more problems that have "challenges" for the students that can finish quickly.
What was the most important thing I learned?
I learned that I need to teach group work first. They didn't know how to talk to each other about math. They were so quiet when we first started. Now they're able to take turns, talk about the problem and strategies that they've used.
What am I most proud of?
I am really proud of the video in which P and W figured out the Advent question. I loved how they used the classroom environment to print numbers. They worked together using different strategies to solve the problem. It was a perfect example of what I was trying to achieve during problem solving!
What is the next step in my learning?
I will continue to explore my resources, especially the "Teaching Student-Centered Mathematics" and my resources on Twitter and internet. I will continue to compile a data base of questions that I have used with my students.
References and Research
"Coming to Know Number: A Mathematics Activity Resource for Elementary School Teachers" 2nd Edition by G. Wheatley and A. Reynolds.
"Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades PreK-2 by J. Van de Walle, L. H. Lovin, K. Karp and J. Bay-Williams.
"Grades K-1: Math and Literature" by M. Burns and S. Sheffield.
"What's Math Got To Do With It?" by Jo Boaler
www.youcubed.org - Jo Boaler
Nov. 4 - ECEC Math session led by April Brown (PWSD)
Nov. 29 - Primary problem solving group led by Alicia Burdess (GPCSD)
Dec 6 - Math night led by Alicia Burdess and Jessie Shirley
"Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades PreK-2 by J. Van de Walle, L. H. Lovin, K. Karp and J. Bay-Williams.
"Grades K-1: Math and Literature" by M. Burns and S. Sheffield.
"What's Math Got To Do With It?" by Jo Boaler
www.youcubed.org - Jo Boaler
Nov. 4 - ECEC Math session led by April Brown (PWSD)
Nov. 29 - Primary problem solving group led by Alicia Burdess (GPCSD)
Dec 6 - Math night led by Alicia Burdess and Jessie Shirley