When will the next one be?

Caption This...

Common Core...It's Not a Bad Word!

In recent years months, there has been a lot of debate about Common Core, especially math.  People have referred to it as "new," confusing, or even evil.  I've heard sentiments such as these come from parents, teachers, policy makers, politicians and social media "experts" to name a few.  On a day to day basis, I find myself engaged in conversations about this "new" math and these "new" standards.

The thing is, Common Core is not new.  It is what's best for students.  If you take the name away and still implement the major components, you'll still see best practices at the heart of teaching and learning.  Common Core is not some terrible, alien curriculum shift that's out there to scare kids and frustrate teachers.  Personally, I don't see it as something that's soley in place to change the way we teach standards or the way we use learning materials.  I see Common Core as a movement with a bigger purpose...to change the way we think. 

As a parent, I want my children to be challenged, engaged in purposeful struggle, encouraged to think critically, immersed in experiences that matter to them, and pushed to think flexibly as well as freely.  I did not give birth to robots, but I sure want my children as well as all of America's children to have the knowledge, skills and abilities to be able to build one (if they wanted to).  If dittos, worksheets and practice books can be bought from a Dollar Store, then shouldn't kids be experiencing something different in their educational settings? Cars, homes, medicine, commerce, technology, and yes...EDUCATION has evolved.  Let's get going.  The rest of the world is not waiting for us.

Please take a quick minute to read this article from USA Today entitled, "Common Core Math is Not Fuzzy."  It's a quick, simple and to the point.  Enjoy!

*Special shout out to Thomas Gumes for sharing this article with me, as well as to Wenonah Wells for sharing the resource of the week (link on the right)!

High Kool-Aid Dosage...Breakfast, S'Mores, and Computers

The STEM teacher at my school is gulping the Kool-Aid.  Instead of relying on the faculty to solve problems at our school, she is allowing the students to grapple with the problems while she monitors and facilitates.  Read the stories below and think about how many practice standards were involved with each experience. 

Here's a recent problem.  Breakfast numbers had been going down since the first week of school.  We needed to get them back up in order to keep the breakfast program.  Mrs. Siembieda asked the 5th graders to figure out how they could save the breakfast program.  They decided to survey students from various grades to see what foods they liked to eat.  They collected, analyzed, represented, and presented the data to our cafeteria manager.  This gave her valuable feedback about changes she could make to the menu that would encourage more students to start eating breakfast at school again.  These kids were excited about solving a problem that mattered to them, and most importantly, making a difference.  So powerful.

Another problem...the younger students wanted to make S'mores.  But, they knew fires were not safe (or allowed at school).  They also knew they could not use the oven in the cafeteria.  But, they wanted S'mores!  So, Mrs. Siembieda told them to solve the problem on their own.  They decided to make solar ovens!  They completed all of the engineering themselves.  Some students even made adjustments to their design so their food could cook faster!  (pictures below)

Since this has happened, similar ideas are spreading.  Kids are identifying and taking appropriate actions to solve school problems (with appropriate adult help).  It's quite powerful to see.  Now, the teachers have come up with an idea for our IT Specialist Mrs. Preston to work with the "tech squad," a group of students who she mentors.  They work on computer lab set up, and mini trainings for students.  This allows the participants to be actively engaged in metacognition, reflection, and critical thought about the technology they use at school.  Ohhhhhh my.  It's starting to get REALLY good.  As I rub my hands together and smile, I wonder, "What if math was like this everyday?"  Hmmm.  To be continued...

A Chance to Serve More Kool-Aid...Change is Good!

For years, I have been talking to teachers about embracing change.  Now it's my turn.  I've been blessed with an amazing opportunity to work as an assistant principal in Fulton County (Metro Atlanta).  The coolest part of my new job is that I get to place emphasis on math instruction.  It's my dream job (one of them)!  I've been in my new position for about six weeks now, and it has been full throttle the whole way (which is why I haven't posted in a while).  My biggest challenge is learning how to strike the perfect balance between administrative duties and instructional work. 

My new teachers are great.  They are willing and eager to make a difference.  They are a stellar group of professionals who "go hard" for the students.  They are a true family, and they have invited me in with open arms.  Plus, technology and resources are plentiful here.  The perfect storm, right? 

So, I have been issuing out the "Kool-Aid" in small, palatable, but very regular doses.  Guess what?  They're sipping!  (For those of you who don't know, click this 30-second video.)  They are even giving me some juice to sip on myself because I just started work on a cohort with the teachers to earn my Reading Endorsement!  Yep, I am one tired, but happy lady.  I am so excited about this new chapter of my journey.  Let the new adventures begin! 




My new home...










On Fridays, I get to be the "Math Fairy"...











Conley Hills teachers engaging in performance task stations...

About This Summer...

This summer has been a whirlwind.  I had the amazing opportunity to be one of the facilitators for the Summer Mathematics Academy sponsored by the Georgia Department of Education.  I traveled all around our wonderful state and worked with teachers on Common Core Math. 

Over a two-day period, we engaged, discussed, shared, collaborated, and discovered Common Core mathematics in ways one could only imagine.  It was a beautiful and refreshing experience. It was an awesome privilege and tremendous responsibility to execute the task of promoting mathematics instruction across Georgia. I loved being an agent of positive change for the right work, all in the name of quality math instruction and what's best for students. 

Special thanks goes to all of the wonderful teachers who attended my sessions.  You all were spectacular group of professionals.  May this school year be full of wonderful learning experiences where both you and your students experience fresh new approaches to teaching math.  I hope you and your students embrace and internalize the value of the 8 Standards for Mathematical Practice, and purposeful struggle.  I am also grateful for visionaries at the Georgia Department of Education (you know who you are) for the opportunity to learn, grow and spread the goodness. 

All resources from the 2014 Summer Mathematics Academy can be found here.

The Little Things...

It's a good thing to work with great people. It's great when they are intelligent, resourceful, innovative, and genuine. It's even better when they're one of the "game changers" when it comes to mathematics instruction. But, it's the best thing ever when you're blessed to call them your FRIEND. Today was her last day as a Henry County Math Coach, but believe me. You'll see her name again; because she will continue to blaze trails in math instruction.  Jenise Sexton, this blog post is devoted to you!  (Be sure to listen to "Shut Up" by Ledisi.  It's all you!)

P.S.  Check out her site...you won't regret it.  http://Sites.google.com/site/sensiblemathematics

I Just Had To...

S.T.E.L.M. Night!

Last night, we hosted our 2nd annual S.T.E.L.M. Night, which stands for Science, Technology, Engineering, Literacy, and Mathematics.  I know, the "catch phrase" in today's education is S.T.E.M. (which is a good thing).  But we wanted to add in the L to stress the importance of literacy in the content areas.  Teachers facilitated stations dressed as their favorite book characters.  Students had the opportunity to engage in a wealth of learning experiences in a fun and meaningful way.   We had a huge turn out, and an amazing time. A FEW of the stations were...

• Elephant Toothpaste with the Cat in the Hat
• Plant dissection with Mrs. Frizzle
• Lava Lamps with the Lava Ladies
• Ice Cream with the Ice Queens
• The Great Balloon Take Off
• Dancing Raisins with Professor Nos It
• The Electrified Field Trip
• "May the Fold Be With You" with Darth Vader and Princess Leia
• Dora the Explorer Sets Sail!  

Also, it was also a BYOT event.  Students could "find" Waldo, Fancy Nancy, or Amelia Bedelia to answer S.T.E.M. - based questions using their Smart devices for prizes.  Family math game packs were given out as well.  It was a great time for the whole family, and a wonderful opportunity for our entire instructional community to engage in meaningful learning experiences that truly speaks to the direction we are moving in.  A special shout out goes to Wayne Carley, editor in chief of Georgia S.T.E.M. Magazine.  He brought a drone to our event, and facilitated four stations where he educated students, teachers, and parents on this type of technology as well as the S.T.E.M. behind it!  His station was a HUGE hit!  Can you tell we had a great time?  Check out our pictures!  More to come...

Kids waving "hello" to the drone...

A S.T.E.M. Minilesson about drone technology...(Thanks, Wayne!)

An "eye in the sky" view of students and parents...(credit: Wayne Carley)

Mrs. Frizzle and Phoebe help parents and students to dissect plants to 

get a closer look and plant production.

"May the Fold Be with You!" ~ the STEM behind oragami making

Where's Waldo?  Who has questions for Amelia Bedelia?

Test Prep Woes...

It's testing season. Yep, that time when teachers take students to feast on surface-level learning (packet, packets, worksheets, drill, drill, worksheets, packets...) to prepare for the "big test."  SO NOT COMMON CORE.

Why?  I truly believe that when the entire year is full of rich, authentic learning experiences, students will rise to the occasion when it's test time.  So teachers, PLEASE don't abandon everything that makes sense, and everything that pushes our students toward critical thinking and deeper understanding of mathematics...all for the name of a multiple choice test.  Some schools call seasons like this "March Madness."  I don't have the answers, but it's certainly not this. We've come a long way, but we still have a long way to go. I don't neccesarily want to shift the focus away from my essential message by posting test prep, but for the sake of teachers' stress levels, I'll provide a few links to the right...

This is how I feel about "March Madness."

 If we give our babies our best, they will rise to the occasion!

 

P.S. In no way is this post specific to any particular school or program.  It is purely comprised of the author's observations at many schools.   

Patterns...A Way to Teach "Smarter, Not Harder!"

One of the most powerful skills in increasing fact fluency and numerical flexibility is pattern recognition.  I know, it seems really simple...almost TOO simple.  However, there is a tremendous amount of power in it. Recognizing patterns can help students to:

• Develop true place value understanding (think about the 0-99 chart).
• Take ownership of what they discover, and therefore make sense of number.
• Think critically about number, and make reasonable predictions and conjectures.
• Start to discover and understand properties (which is super important, especially later on)..
• Have fun!

If this isn't enough, the use of patterns is an essential part of our practice standards!  So actually, it's a Common Core-based expectation...  

• SMP 7: Look for and make use of structure.  Mathematically proficient students look closely to discern a pattern or structure. 
• SMP8: Look for and express regularity in repeated reasoning.  Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts.

Here are some ways you can use patterns with your students

• Post and use the 0-99 chart.
• Skip count on a regular basis.  
• Mrs. Schoening makes it a regular practice to have her students to count by different increments such as 3, 5, 6, etc.  She found that her students began to make the connection between their frequent skip counting and multiplication.  This made achieving fact fluency easier for them AND her!
• Students can "line up" in different increments, or even number their papers for example in increments of four.
• While waiting in line, or during transition, you can call out a number, and the students start to tell you the next numbers in succession!
• Use number lines to count forward/backward, add/subtract, multiply/divide, show fractions, etc.  See the example below?

• Algebraically (either without numbers, or with missing parts)

The possibilities are ENDLESS!  Try patterning, and let me know how it works!

FREEBIE:  Here is a cute link to a St. Patrick's Day patterning activity.  It comes from The Math Coach's Corner.  Enjoy!

A Better Way to Use Flashcards...

"Since Common Core has changed the way we do math, what are we going to so with all these Flashcards?!?!?"  I've been asked this question by countless teachers, parents, etc. At first, my response was, "THROW THEM AWAY!"  

Then, the mom in me chimed in. I hate waste.  It actually pains me. So, I was sure many of the people who had loads of Flashcards felt the same way about throwing away their Dollar Store investments.  So, I decided to research alternatives. 

So, I began to read. I came across Fluency With Basic Addition by Gina Kling. Very good, quick, easy read.  She suggests using flash cards to allow students to do a strategy sort. Students would group their flash cards according to the strategy they would use to find the answer.  This allows students to identify patterns.  It also encourages meta cognition. 

I tried it with a first grader.  She grouped them by doubles, 1 more, no more, and near doubles. It worked!  Try it for yourself and share your thoughts. 

Conversations that Count (Literally)!

There's this two-teacher team in my building.  At first glance, it looks like a regular co-teaching environment.  But when you crack the door open to listen to what's going on, that's when the magic happens.  Their students are decomposing and composing numbers, discussing strategies, freely using their Rekenreks, and having plain old mathematical discussions.

They talk all the time.  As a matter of fact, most of the time, all you hear is talking. They love to come to the carpet.  They enjoy strategy collaboration and think-pair-share.  Number Talks are their favorite.   It's never quiet in there.  However, there is power in their talking.  Because of their conversations, they are developing numerical flexibility.  They are becoming confident mathmeticians. 

This little class has "Mathematical Swag," and I love it.  Keep it up, Ms. Parker and Mrs. Scott.  Your students will never forget their experiences and will one day thank you.  Let's talk more in math.  Our students need it. 

 

Ms. Parker's First Grade Class has "Mathematical Swag."

I'm Baaaaaaaack! Reflections From a Semester Ago & Goals

Okay...I've been gone for a little while. A long while, I guess (according to the "Blogosphere").  I have been swamped with school, home, work, and just STUFF.  This leads me to my entry for today. With the hustle and bustle of school, home, career and life in general, I have been reminded of a few things that I believe are true when it comes to instruction as well.

1. Slower is always faster.  
2. Less is more.
3. Stick with the attainable.

This past semester was a tremendous learning experience for me as a math coach.  I've done my best to provide the best support possible to my teachers, while growing in the process.  A couple of times, I would get distracted with additions to my "to do" list, but overall, I believe that I have done a better job of keeping what is truly important (teacher empowerment and student achievement) at the forefront.  I have consistently supported teachers through collaborative planning, instructional updates, job-embedded professional learning, achievement-driven student initiatives, and just plain old coaching.  I have been blessed to be able to attend many professional learning sessions myself.  Some of my major accomplishments were:

• Becoming fully credentialed with the GloSS and IKAN assessment, while facilitating this effort at me school
• Developing a "Coaches' Cohort" support group for new teachers
• Completed a professional learning module on Cognitively Guided Instruction
• Found an effective way to offer teacher teams instructional updates through my "Coaches' Corner"
• Facilitated job-embedded professional learning efforts to allow teachers to observe one another's instruction
• Worked on the Georgia Formative Assessment Item/Data Review
• Made meaningful upgrades to our school's math assessment, and calibrated these efforts
• Continued with Math Corner, Math Minute, First in Math promotions, etc.
• Started this blog!

This semester, I hope to keep learning and growing as an instructional coach, offer consistent mad meaningful professional learning to teachers, continue to empower teachers, and FINALLY defend my dissertation (which happens to be about instructional coaching).  I am proud of the strides we have made at my school, and I look forward to seeing what lies on the horizon.