1. By June 29th, each book study member should post a personal response to the following:
Discuss how you will structure conferences with students. How will you use students' mathematical thinking to guide instruction?
2. By July 15th, develop "critera for success" checklist or rubric for a math concept you will teach next year. If you work together as a team, choose two math concepts to develop a checklist or rubric. Share your checklist or rubric with the book study group through email. (It's not possible to attach items to this blog).
3. By August 17th, meet with your team to outline the steps for putting into the practice the components of guided math.
Checking to see how to post
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ReplyDeleteI thought I posted yesterday...did you get it?
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DeleteI did too but can't seem to find it now. I hadn't responded yet but I read it. I'll look for it in a bit...have a meeting now. No worries though...it was there.
DeleteBack from the mountains...
DeleteSharon and Lori, when I clicked on "Older Post" I was able to see Sharon's post....
DeleteHowdy everybody :-)
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ReplyDeleteI love the summary on page 249...for me conferencing is all about establishing a relationship with my students. I want to slow down, listen to my students, give opportunities for success and celebrate those successes.
ReplyDeleteI like appendix B and will work to use something similar to this format on a clipboard. I can make notes as I walk around and sit with the students and conference. This will allow me to document their understandings as well as make notes for future teachings/reteaching needs.
You all have already tackled the hurdle of how best to keep records when conferencing with the reading/writing workshop. It sure helps to have a system in place.
DeleteI loaned my book to Kathy Randall when I finished reading it so I can't refer to appendix B but I'm anxious to review it again.
Thanks, Leslie!
As a Kindergarten teacher the way I see conferencing going (in my head!) is to first use it in groups. Often when those students come in they are too shy to say much to the teacher. I envision having groups of 3-4 students (depending on the skill being taught) and having them work on these skills. I will visit with each group and ask questions of the group. Generally, you have at least one who is willing to talk about it! Then I can hopefully spur conversations as needed with all students in the group. Page 217 speaks to students who are hesitant they may being doing the wrong thing. I believe that earning the students trust first with questions and comments about how they are working will then lead to indivdual conferences. Some students will need one on one help at the onset and those conferences will be guided easier just from a helping standpoint. With reading and writing workshop, my goal is to confer at least once a week with individual students (some need more I found this especially true with writing). I plan to use the same goal with math. Since we work on the same topic for often more than a week, it will be beneficial to see the progression of conferencing and noting the steps needed for specific students to be successful.
ReplyDeleteAs far as mathmatical thinking, I believe that using that math verbiage in all aspects of the day when talking about math (calendar, lunch count, etc.) will help kindergartners become familiar with those words. I know that at the workshop on June 4 the leaders there said that not changing what students said, but inputting "math" words helps them get the vocabulary down even more. The reason I mention vocabulary first is that with Kindergartners they need to be introduced to the words we are using for the concepts so they can use that verbiage and make those concepts known. Absolutely they can talk about it without exact math words, but I feel they will be more confident in their thinking and sharing if they are confident in the vocabulary they are using.
You make some excellent points, Kelly. I think you have a good plan with grouping students with skill needs in mind but also making sure each group has someone who can serve as a peer model in the beginning of implementation.
DeleteAs far as conferencing, it sounds like you really rely on your notes for future learning for individual students. To All: I'm curious...how often do you confer with students each week?
I love your comments about math language. One central theme throughout the book is the importance of having students talk about math. It helps if we talk aloud as we're trying to solve problems. Lucy does that often in videos during mini lessons. Thank you, Kelly.
Testing...hello!
ReplyDeleteThese are the steps I would incorporate in my class in order to provide effective structured conferences during Math Workshop Time:
ReplyDelete1. Implement well-planned Math Workshop lessons and activities that engage all students. I like what page 209 says,"When procedures are established to encourage students to assume greater responsibility for their learning, they grow to be more confident and proficient learners."
2. Make sure that clear procedures and expectations are set for the students during Math Workshop time.
3. Create and use a rubric/math conference checklist by combining Appendixes A-E on pages 251-256 to record individual student's mathematical thinking/talking,understanding, wondering, strategies and problem-solving skills. (noting weaknesses and strengths) I would include the steps detailed on pages 211-222 incorporating research, decide, teach and link. ( Adapted from Calkins, Hartman, and White 2005)
4. Analyze the data (students' mathematical thinking) documented during student/teacher conferences to gain information about where to begin instructionally and most important guide future learning for my students.(page 227)
I want to create a math rich environment where my students will "enjoy" exploring, problem-solving, risk-free mathematical thinking/talks and continue to grow and make connections so that math is relevant in their daily lives.
I love the quote, Donna! I truly believe our students are up for the challenge of taking responsibility for their learning and developing a deep mathmatical understanding.
DeleteAs you point out, it is critical that procedures are set from the get-go and that expectations remain high. There will be much more room for off-task behavior.
Your response #3 gives some great ideas for your upcoming team planning. You're ahead of the game!
With your ideas and desire, you are going to create an atmosphere where kids live and love math! (Math was my favorite subject to teach. You may find that you need allot a little more time with this model.)
Testing
ReplyDeleteOk, I have typed this 3-4 times and got kicked off each time, so what I originally started saying has changed each time. Hopefully it all makes sense now…
ReplyDeleteFor me, the first key to successful conferencing is to engage the student to make them feel comfortable. I will either talk to them about something they are doing at that moment or even just talk to them about their day. Once the student is engaged, they are more comfortable with the conference. I always find at least one thing they are doing successfully and communicate this to them directly. Focusing on a positive is very important to keep them engaged. At this point, I look to see how they are approaching the teaching point of the day and how they are using the current math language. During the conference I make notes of either how their learning needs to be extended or re-taught. I use this information, also to guide my planning for either small group instruction/conference or a direct re-teach the following day. It is important to look at all aspects of the how the student is learning. Not only is the actual answer important, but how they solved it, as well. This is where the student’s conversation with me becomes the most important. I want the student to tell me their thoughts on where they are in the process. I want them to own their learning by making themselves aware of what they feel strong about, what they almost understand, and what they are really lost on. If I create this kind of atmosphere in my classroom, it will be easier for them to take ownership of their own learning. I can also take this information to guide my teaching the following days. This is how I believe the student guides the learning in the class.
I love the problem solving rubric in Appendix D. With our upcoming report card, this rubric will help identify where a student may be in their problem solving strategies. The following Appendix E can help give the student ownership of their problem solving skills.
I wrote this quote in my notes, but can’t seem to find the page number it is on now… “The goal of conferencing is to move the student from what he can almost do to what he can do independently”. This really made a huge point for me to put it all in perspective by finding the one thing during the conference to work on with the student to bring them just a little further down the road. At times it can seem a little or maybe a lot overwhelming, but as a really good friend tells me...
“How do you eat an elephant? One bite at a time!”
That's a great goal to set for conferencing...to find what a student can almost do. It really is applicable for most other areas of instruction too. That's differentiation in a nutshell and it takes into account the readiness of a student.
DeleteYou make a good point with Appendix D. I'll have to look at it more closely.
Thanks for giving us some great things to think about, Kristi. Glad you were able to complete the assignment!
With Readers/Writers Workshop in place, I think transitioning to Math Workshop will be pretty easy for the students. I am so eager to jump into a new way of teaching math! I love that there is more emphasis on the students discovering their learning rather than being told how to do it. This will really open up new thoughts and strategies for all students as we discuss how problems were solved and what they learned about different concepts.
ReplyDeleteMy plan (for now...subject to change if it doesn't work!) is to use the "exploration time" during the lesson to observe students as they work on concepts. I think I will be able to conference with them as they are "exploring" the concept and either do a quick clarification at that time or spend more time during workstation time to help the students individually or in small groups. I usually conference with most students once a week in RW/WW (more frequently for struggling students), so I feel like that will work for Math Workshop as well.
I think creating a conferencing form with our standards on it would be a great help with our new report cards. I will know more about that when I see the finished report card.
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DeleteAs we've discussed, we can see ideas being recycled in new ways. Fifteen years ago Marilyn Burns talked of the importance of discovery through carefully designed instruction. She even stressed the need for a "math language rich" environment.
DeleteI like your idea about aligning the conferencing form with the new report card. That will be useful. Thanks, Gena, for sharing your thoughts!
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I just learned that don't type up a comment and save because IT DOESN'T SAVE IT !!! Arrgghh So this time I will type all my thoughts and PUBLISH IT!!! :-)
ReplyDeleteIn my math workshop, conferencing with students will be determined in a large part to how they perform on the pretests I will be giving my students. At the beginning of each unit, I will be giving pretests to my students to see where they stand with the unit's concepts. In reading and writing workshop, I usually conference with every student once per week. Students who needed a little extra help I would try to talk with them an additional time. Math Workshop wil probably look very similar to this.
Regarding mathematical thinking, one idea I have will be to have students post ways on anchor charts that show how they solved problems that might in turn help other students who are struggling with the concept. We have some very creative at JES, and they might think of a different way to attack a problem that we as adults had not thought of. Math is one subject that has enough room for out of box thinkers to express their creativity that can benefit others.
I'm excited about this whole new approach to math! I forsee my students really
I like Gena's idea about creating conferencing forms that tie in with our new report cards. With second grade leaving number grades for math, math workshop seems a good fit to go with our new grading policy. I nominate Tom to start creating these forms :-) Anybody second my motion??
I'm excited about this whole new approach to math! I forsee my students really being excited with the new and innovative ways math become even mor engaging!
Great ideas, Mike. Preassessments will become critical. We've talked a little about how that might look in second grade. I love your anchor chart idea. That would be a great way to get students to talk about math. Also, by explaining our process for solving math problems, we more fully understand ourselves. Good work!
DeleteMathematical discourse is such an important part of a child's learning process.It is so fabulous to hear students reinerate learned vocabulary as they discuss ideas. This builds confidence and becomes a natural way of speaking and thinking over time. In other workshops I have obseved students confirm and compliment eachothers musings. Conversely, students can learn (after lots of practice and modeling from the teacher) to guide eachother towards new ideas using mathematical talk in appropriate and positive ways.
ReplyDeleteA math wordwall will also be a learning tool we will use in the classroom. The children will create it as they hear and use new vocabulary within our math units. We will also highlight vocabulary on anchor charts that the children can refer to daily around the room.
The importance of math talk is a central theme throughout the book. Lucy Calkins also stresses the importance of readers doing the same. I watched some videos of Lucy and crew working with kids in book clubs. The conversations were incredible. Our students are most capable of some high level discussion in all subject areas as well! Thanks for your insight, Lindsay!
DeleteWe have learned that taking time to highlight the importance of procedures within our workshops is critical. Conferences with students are more effective when distractions are limited. Each child should be engaged in a meaningful activity. In order to make this happen careful planning is key. I like the planning chart on page 184 in the book "Math Work Stations".
ReplyDeleteFocusing on what a child does well first is crucial. I want the mathematicians in my classroom to feel excited and safe to take risks. I can give them authentic compliments and feedback as well as guide them to new thinking. I also appreciated the three responsibilities listed on page 217. I also like the Problem Solving Checklist on pg 256.
I agree with Gina! I am grateful that we have become more comfortable with the workshop format. The reader's and writer's workshop make this transition much smoother. I look forward to implementing this program and am excited to watch our children flourish. This book is a great tool and I plan to refer to it often as I plan next year.
I plan to structure conferences with students the same as I do with readers/writers workshop by going around to the different groups. By discussing what they are doing, I can see what they are having problems with and what they are ready for next. By asking questions and listening to them I can see what the needs of the individual and/or class are. If, several are having problems with a concept, I may need to reteach to the entire class. However, if only one or two are having problems, I can pull them a side and just work with them. I liked the form in the back of the book Math Conference Notes 1 to keep track of who I have worked with and what we have discussed. This same form can be used for reading and writing workshop, too. This form seems to give a little more to write for each area than the one with a square for each student. I will try it and see how I like it. I may have to adjust it as I use it or go back to the other one.
ReplyDeleteSounds like a good plan. I have heard that the conferring app for the iPad is good. Some of us heard it again at a district meeting we attended. It is $15 but the teacher felt it was well worth the cost as you can sort the data and determine needs groups. Thanks for your input, Kathy.
DeleteAfter reading chapter 7 on conferring with students I think to begin Math Workshop it is important to spend time teaching kids what is expected during guided math time each day. I think you need to take the time to teach procedures and routines. It is important to spend time teaching kids how to be self-sufficient and handle problems during Math Workshop time. This way I can maximize my conferring time with students. I will structure my conferences with students by building a sense of respect and trust with each student. I agree with the author that the format used in Writer’s and Reader’s Workshop will work just as well in Math Workshop. After working with students in small group or analyzing student work. To confer with a student I will research the students understanding by talking to them about their math activity because I want to find out what their thinking is. What are they doing well? What misconceptions do they have that need to be addressed? Then I will decide what I need to teach and how I’m going to do that. Then I will teach to that student’s needs. Either using a guided practice, demonstration, or explain and show an example. The last part of my conference I will remind students to use the strategies in the future. I liked the author’s suggestion of having students restate what they have learned and think about how they might use that in their future work.
ReplyDeleteI need to focus on my student’s mathematical thinking because their thinking and need’s guide my planning and instruction. After using Reader’s and Writer’s Workshop and after reading Guided Math I think it’s important as a teacher to learn how to really observe, listen to student’s and analyze student work. I will use observation, small group, student conferencing, and math stations in my classroom. Assessing and evaluating student’s throughout a unit is important as well because it gives me insight into my kids thinking as well. One item I would like to use more is rubrics and checklists with kids. I think it might be interesting to use them in conferencing with kids along with examples. I feel the purpose for using Guided Math is to deepen student’s knowledge of mathematics, meet each child’s needs, to encourage problem-solving and risk taking in mathematics, and encourage and celebrate their success.
I am looking forward to using Guided Math is my classroom this year. I think the use of flexible small groups, student conferences, and math stations will really allow me to meet the needs of each student in my classroom. That’s what really counts.
Suzanne
Suzanne--the rubrics and checklists will assist students in owning more of their learning too...as you described in the beginning of your reflections. Good idea!
DeleteConferencing in math workshop should be structured similarly to the other workshop models. The setup is the most important part. Obviously, getting the students to work independently is paramount. Once that happens, I plan on conferencing just like the other workshops. I like to use a sheet with every student's name on it, so I can see who I have met with and who I haven't. I ask a general question something like "What are you working on?" Hopefully the student will begin to open up and talk about what they are doing. By listening to the student's words and some guided questioning, I hope to find out what the student understands and what we need to work on. Then the scaffolding/reteaching/small group/individual work can begin.
ReplyDeleteOne thing that I try really hard to do in Writers and Readers conferencing is acknowledging this positives so the student knows what he/she is doing well. We can always pick people apart and find faults, but sometimes finding those good things proves difficult. But praising a student for the good builds confidence and trust. Then you can tear them apart. ;-) Building that trust is the foundation of a conference.
I agree...the trust and supportive comments will lead to open dialogue. Kinder is so critical because you are laying the foundation. I can tell you that your work is evident in subsequent years! Man, that Ashley is sure smart!
DeleteSInce we've already implemented Reader's and Writer's workshops, I plan to implement Math workshop in the same manner, using similar classroom management techniques and a similar conferencing sheet. Classroom management is so important to successful conferencing in that students involved in independent work need to know what is expected of them and also how to get the work done. As the book indicated, constant interruptions will most certainly result in ineffective conferencing results.
ReplyDeleteMathematical thinking must be the cornerstone of mathematical instruction. As teachers, we must be able to quickly analyze a student level of understanding, which leads to providing appropriate instruction, which results in the best possible differentiated instruction as the year goes on.
I love the message in your second paragraph, Brian! We must be learners, quick thinkers and analyzers ourselves to deliver the kind of instruction that is required with the workshop model. Reading all of these reflections makes me look forward to what's to come this year!
DeleteAs I implement Math Workshop in the classroom I will need to make sure that the students are aware of what is expected of them during the workshop time. I plan to have 4 or 5 table groups with students having a partner to work with during their math workshop time. When reading pg 218, they identified 3 teaching methods that are most often used by teachers. I like the guided practice method for Kindergarten. During guided practice the students are actively involved with many hands on activities. As I go around to observe and conference with the small groups, partners and individuals I can observe them working through problems and listen to their "Math Talk" with their partners. I will be able to intereact with them and help by coaching when needed. This past year I had a conference sheet for reader's and writer's workshop that was very helpful, as it had all of the students on one page. I would like to modify this chart to be used with Math Workshop. The sheet helps me to see who I have conferenced with each day and also if there are several students that may be having the same problems and then I could pull them to work as a small group on whatever concept they are having difficulties with.
ReplyDeleteThere will be other areas that need to be tweaked along the way, too. Hopefully we can build in some share times with teachers across the campus/district to work through some of the challenges that are sure to come. Thanks for sharing, Debbie.
DeleteI would just like to say "ditto" to everyone's comments. I love all the ideas and reflections this far and agree with all your thinking!!
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DeleteThanks so much for your input. I know your teams have worked hard this summer preparing for implementation of guided math. I appreciate each of you and look forward to the great teaching and learning that is to come!
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