What has been the impact of this year's study?Process of focusing on student experience and documenting it to guide teacher moves "Student confidence grew and they were more willing to take risks. They had a chance to learn in a variety of ways with a variety of strategies. Math became more engaging and fun as well as a process not a final destination. We got to hear more of their thinking and their were many faster light bulb moments. Listening to students is giving the student more control of their learning and the teacher a wider space for inclusion of identified students"
"My professional learning was impacted by helping me have a better, more thorough understanding of the "big ideas" and how they are linked including students' mathematical development. Since the screen was done at the beginning of the process, it made it easier to find focus areas for my class. Having the opportunity to put the number sense routines into practice one at a time made sense, was manageable, and was therefore successful." Teacher Efficacy"I feel much more confident in teaching mathematics. The number sense routines, the use of manipulatives, the value of having another teacher available consistently to bounce ideas off of and gain knowledge from, have all been invaluable in helping me become a better math teacher."
"I feel more confident teaching math now as I feel I have a better understanding how children learn mathematical concepts. Without this prior knowledge and understanding some of how I was teaching was not effective for a parts of the class as a group (I was only "reaching" certain kids with some topics, teaching, learning styles, etc.) I am more excited to try some to the routines I did this year as it did not take much class time, it engaged all students (more so than I originally thought), the students enjoyed the routines, and overall they moved up on the trajectory and developed skills." "Our learning in math has had a positive effect on my thoughts and feelings about teaching math. I have gained an understanding of the math concepts which create the foundation of mathematical understanding for students. Also, I understand the concepts students need to consolidate before being able to apply their knowledge to other concepts." "I feel I have also gained a really good understanding of the mathematical knowledge students have in my class. I believe this is because I have had guidance in learning how to observe and focus on student thinking. As well I have given more opportunity to students to express their thinking and we (the students and myself) value the variety of ways this can be demonstrated." Assessment for and as learningThe learning we've done in math has impacted assessment FOR and AS learning by allowing to have more data on a regular basis to inform instruction and groupings.
"I am freed up, liberated, to circulate and assist and teach individuals and small groups of students that need more support and encouragement. With this advantage and opportunity to intervene with struggling students, I can quickly and effectively determine, see, observe which students understand the given concept or task and which students are unsure and confused about what to do and what is expected from them for the given activity." "Through anecdotal observations I can quickly assess the students comprehension "for" and "as" learning by talking to, and conferencing with, the individual students and small groups - having them explain and express to me their understanding and perception of a task, method or concept." Classroom environment" I now use math centers regularly along with whole group lessons. I am using manipulatives so much more than I ever have to help students grasp concepts. I am able to use technology effectively to practice concepts. I feel my mathematical learning environment is much more "user-friendly" and "hands on" than before." "My learning in mathematics has positively impacted the math learning in the classroom because I have been able to: know the needs of the students and meet those needs (e.g. worked with marker students on number sense routines to consolidate learning on the math trajectory), take time to listen and record their varied thinking (e.g. provided many problem solving opportunities using a variety of manipulatives and recorded their thinking in Skitch), celebrate the learning (e.g. shared it with the class to learn from or posted in the hall to share with others)." "I see how important math conversation are and will continue to implement them on a daily basis. The consolidation at the end of a lesson is really extremely beneficial for thier learning and giving students a variety of strategies and even different ways to communicate their knowledge in math." Going forwardI will definitely continue to have the Number Sense Routines as a integral part of my math program. They are a wonderful opportunity to strengthen and consolidate key math concepts, provide differentiated learning opportunities, and are seen by students as fun to do! Also, students learn how to value others' thinking, be patient and a listener when thinking is being shared and learn from fellow classmates. I will also continue to record student thinking and have them record their thinking using a variety of tools (e.g. using Skitch and Explain Everything, manipulatives, Speaker's Corner, etc.). I plan to focus next year on giving lots of opportunities for students to share their thinking with other students either as a whole group or in small group settings (e.g. share a video of students discussing their thinking on solving a problem).
I will continue to use: a) Number Talks; b) Students learning and collaborating in strategic pairings and small groups; c) Student Centered Collaborative Learning Activities; d) Use of Manipulatives in the classroom; e) Use of Chromebooks, Youtube video presentations on math, etc.; f) Strategic Interventions, Mini-lessons, Student Interviews and Conferencing with individual students and students in small groups of similar levels of ability. |