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One (Kind) Kindergarten

Hello! I am so happy you are joining me for session one of A New Vision for Mathematics today. Today will be a general overview of what the math task cycle is, its effect on student learning, and the three types of tasks.


One one hand, we have our old way of mathematics: introducing a concept and its vocabulary, teaching strategies, students completing work and then (maybe...) applying to a contextual problem to extend their learning. Imagine the motivation, ownership, and learning if this process was flipped on its head.

First, students develop ideas through a real-world problem or task. Engagement is high and so is cognitive demand. The teacher provides contextual information and tools, but no clear and tried path. No math word or strategy. Students work on their own and with a partner or group--they develop ideas all around the problem. Some students show misconceptions they have about number, some draw models, some develop diagrams, some use mathematics concepts they already know to solve. Answers are both wrong and write. As a class, a rich discussion is held. What happened? Which strategies worked? Which one's didn't? The teacher provides vocabulary and draws out key concepts and mistakes to be learned from. This is known as the "developing" phase.

Next, where does the learning go? Students have many ideas about their new concept, but have not been afforded time to use all the strategies. Teachers will share a targeted concepts--i.e., today, remember what Suzy Q. explained to us yesterday about how she used place value? Let's use that concept to see if it will help us on our task today. Another launch of an engaging task, more work with more focus on a strategy and concept, another rich discussion. Students are solidifying ideas about mathematics--this is the "solidifying" phase.

Finally, students have developed and solidified all important ideas about their mathematics topic. They are ready to work on their accuracy and fluency. The teacher launches a problem string, mathematics game, or task that requires repeated reasoning. The students work and re-work the tasks, focusing on using strategies flexibly and attending to the correct answers in problems. This is the "practicing" stage, and marks the end of the mathematics task cycle.

Because students have built the knowledge themselves, they are likely to take ownership and retain it. Because they built the knowledge conceptually FIRST, they are likely to apply it and have a deep understanding. And all throughout the cycle they have been working on engaging problems and confronting their own misconceptions.

The math task cycle is powerful when teachers use it in the classroom, and can be used to ensure all students have access to deep conceptual understanding. No more "I'm not a math person..." All students can be successful in mathematics through the learning cycle.

Join me next time for a deeper dive into planning for learning in the three stages!

Yours,


Ms. M

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Over the past few weeks, I have been leading each grade levels planning meeting during their planning time. Each hour brings a new grade level and new challenges. This is my first time leading a PLC, and I wrote the proposal and presented it to my administrators. Although I had originally envisioned my trainings as a series of after-school meetings, my administrators offered me three professional days to take to train teachers instead. I spend all day, presenting to K-4. This has allowed me to individualize trainings based on the needs of the different grade levels. It has also allowed me to grow as a teacher and as a presenter.

This experience has been a great way for me to step out of the classroom without stepping out of the classroom. I won’t have enough teaching experience to enter coaching for another few years, but I am interested to see what coaching would look and feel like for me. If this is something I want to pursue, I would ideally have more experience across the grade levels. It is hard for me to reconcile this with my passionate love for kindergarten kids, curriculum, and difference-making. I am still wondering how I will bring these things I am passionate about together in my career. But I have a whole master’s to finish and several years to teach before I need to make any decisions!

The goal of the training was to expose teachers to the mathematics planning cycle in task-based learning, provide support in planning a task with assessing and advancing questions, and discuss formative assessment practices in the classroom.

Over the next few weeks on the blog, I will be elaborating on the training I provided the teachers at my school, and providing some key resources here. If you are interested in task-based learning for mathematics, I hope you will join me along the journey!

Session one: What is the task cycle?

Session two: How do I plan a worthwhile mathematics task?

Session three: Where and how do I assess students?

Yours,


Ms. M

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Welcome back to the blog--I want to talk a little about our mornings today. In my class, there are about 15 minutes from 7:45 to 8:00 where students are in the classroom, but instructional time has not started yet. 

As teachers, we are doing 1 million different things in the morning. Greeting students, accepting notes, collecting forms and money, taking attendance, comforting students, finding breakfasts, and hearing tidbits students have been holding onto since the last time they saw you. Students need to be doing something that is engaging, high-yield, and independent. For me, I hate using paper and making traditional morning work copies, but I also didn't want to go the route of making morning tubs/boxes that would require changing out, upkeep, and planning. I wanted something paperless that would benefit ALL students.

Enter the paperless morning routines! All my students do is come in, grab their journals, and write a sight word sentence with a fill-in-the-blank. This helps students practice sight words, learn new vocabulary, and learn about sentence structure. 15 minutes is the perfect amount of time to fill in the sentence and draw a picture to match. There is also virtually 0 clean-up time required!

For accountability, I call over 1 table each day and give them a smelly sticker or a happy face on their paper for completed work. Students never know which table I will check, so they are motivated to get their work done. They also love the simple pictures and are excited about their topics each day.

For me, no copies, no materials, no prep. Just a PowerPoint slide!

I hope this very simply idea inspires you in your own classroom to simplify your mornings without sacrificing learning!

Yours,

Ms. M
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About Me

I am a third-year kindergarten ESL teacher in Nashville, TN. I have multi-lingual ESL students who come from 12 different countries and speak 10 different languages! I want to share the things I create to use with them, and have a space for other ESL teachers to come for resources and ideas.

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