Chapter 7 - Conferring With Students

As I began reading this chapter I kept thinking of the past 2 weeks at LaSIP. LaSIP, Louisiana Systemic Initiatives Program, is a year-long, grant-funded workshop at the University of New Orleans. I attend 2 weeks during the summer, a few days during the fall and spring, and participate in observations. These past two weeks I have been intensely involved in learning about mathematics through Launch, Explore, and Summarize (LES). I find that the LES model is very similar to the 5 E's in Science. The students are presented with a problem in which they are instructed to prove or disprove. For example, 1/4 + 1/2 = 2/6. Isn't that what the students initially believe is the answer? Then using what they already know about fractions, the students explore with manipulates to prove or disprove the problem. 

So, why was I thinking of this as I began to read? Before the author discussed conferring with students she addressed the importance of ensuring that the students are self-sufficient. If they are not then the value in conferencing diminishes. Teachers, and I know I am guilty of it, see a student struggling and immediately want to help. As a result, students exhibit a "learned helplessness" and become easily frustrated if we don't allow them to struggle during problem solving. It is OK to let them struggle; this creates problem solvers. The LES model creates problem solvers.

Usually my centers are 5 days a week. This year I will devote one day to this model. I am hoping this will ease students' fears of math and make them aware that it is alright to make mistakes. 

Keep checking back for posts about the LES model once the school year starts. I need to turn my focus back to the book :)

Math conferences include:

• Research student understanding - Find out what the student is doing with the assigned task and what is his or her understanding. This phase is when the teacher is really listening to the student and possibly restating the students' ideas using math vocabulary.
• Decide what is needed - This phase is almost happening at the same time as the research phase. First, praise what the student is doing well. Don't we always start off on a positive note during parent conferences? It should be the same with student conferences. Then, we must decide what needs to be taught to move them forward.
• Teach to student needs - Once we have decided what to teach and how, we must choose a method for delivery. Methods often chosen by teachers are guided practice, demonstration, and explaining and showing an example. Which one to choose?
• Guided practice - Students are working on task while the teacher is coaching.
• Demonstration - The teacher models strategies or practices as they think aloud. This modeling is broken down into steps and the reasoning behind each step is explained. My eyes have recently been open to the importance of explaining the why. I know it is sad to say, but I think most of us get in the rut of saying this is how you solve the problem so just do it. With so many skills that need to be crammed in before testing time is an issue. I do see a light at the end of the tunnel with my state's implementation of the CCSS. I'm thrilled that our standards will be almost cut in half; therefore, allowing me more time to make learning meaningful.
• Explaining and showing an example - I like this one because it discusses the use of anchor charts. Last year, my co-teacher and I created anchor charts for almost every skill. Having them posted around the classroom allowed the students to easily refer back to the strategy.
• Link to the future - Restate what you hope that they have learned and remind them to use these strategies with future mathematical tasks. Sammons also suggest letting the student restate what was learned and how it might be used in their future work.

What we learn during these conferences is just as valuable what the students learn. It is important to keep records of these conferences. Finding what works for you is the key. You can carry a clipboard with observation forms, sticky notes, or a notebook. 

Thank you for reading. 

Make sure to visit and link up with our hosts for this chapter.

Beth @                                                                 Mrs. Patton @

Guided Math Chapter 6

"Supporting Guided Math With Math Workshop"

Advantages of Math Workshop

• Instruction is differentiated
• Students develop stamina 
• Students learn how to work collaboratively through communication, assuming joint responsibility, and sharing materials
• Permits teacher to work with small groups or confer with students

Challenges of Math Workshop

• Students following procedures and expectations
• Include only those activities that are meaningful and work well for the students
• Lengthy planning time -- OH! How true this is! Researching, printing, and prepping activities takes me at least 6 hours!
• Difficult to closely monitor student work

Tasks That Can Be Completed During Workshop

• Review Previously Mastered Concepts - Although I agree for mastery to occur skills must be revisited, I think I will still include only concepts that we are working on that week. 
• Practice for Math Fact Automaticity - Last year, my district purchased a software called FASTT Math. The program determines which operation (addition, subtraction, multiplication, division) the student will start through a diagnostic test. Then daily, the students complete a lesson and activity. 
• Use Mathematical Games to Reinforce Concepts - I use corporation-made board games and printed games from Teachers Pay Teachers. What are your favorite math games???
• Practice Problem Solving - We are moving to the Common Core Standards and the push for problem solving is upon us. This section mentions Marilyn Burns' criteria for meaningful problems. I wish examples were included so I can see what a meaningful problem looks like. Blogger buddies -- examples?? 
• Write in Math Journals - I like the questions that Whitin and Whitin suggest:
• What did you notice?
• What patterns do you see?
• What does this remind you of?      
• What did you find interesting?
• What do your findings make you wonder?                                                                                These questions really take thinking to a higher level than using "What did you learn today?"
• Complete Computer-Related Work - In my computer center the students create a word problem with a chosen operation. Then, they post on their blog and fellow classmates solve. Afterwards, they can play predetermined online math games.

Managing Math Workshop

The best way to manage is plan...plan...plan. Plan for everything from how the students will behave to what unexpected events might occur. The biggest piece of advice I can give is DON'T GIVE UP!! Prior to this last school year, I tried centers for 2 years! They never worked because after a week I was so discouraged. This past school year I did not give up and stuck it out through the good and the bad. It took a month for things to start running smoothly, but once it did that month of waiting and practicing paid off. Be consistent, patient and remember it can happen!!
I came across a cute freebie from Valerie at All Students Can Shine. The students take a number and wait until you are ready to meet with them. Click the picture to grab yours.

Planning With Co-Teachers

I could not have asked for a better co-teacher last year!!! We worked so well because we collaborated on every aspect of the lesson and shared responsibilities. Unfortunately, changes have been made in my school and we won't be teaching together. As Forrest Gump would say, "That's all I have to say about that."

Hope you enjoying reading! 

Don't forget to link up with our hosts:

Amanda @

Mechele @

2 Blogs, A Giveaway and Taglines

I must thank Michelle at Making It As A Middle School Teacher. It was at her blog that I was introduced to these new AMAZING blogs.

A few weeks ago We Read, We Blog, We Teach was created specifically for teacher book studies. What a fantastic idea!!!! Nothing better than at-home professional development where you get to discuss and share ideas with teachers all over the world! These creative educators also share freebies that they create. The first book study begins today. Well, actually it is 2 books: The Daily 5 and The Cafe by The Sisters. Click on the picture to join. I know you won't be disappointed.

The second blog that I am grateful to follow is Technology Tailgate. This is the place to learn about integrating technology. They have already posted about Glogster, Dropbox, Voice Thread, and so much more.

While you are reading and learning about technology, make sure to enter their giveaway for a $25 Starbucks gift card. 

**Confession time: I am a Starbucks addict and want to win! So why am I sharing this giveaway, allowing others the chance to take this away from me? Because I could not keep this blog to myself. I have a Master's in Educational Technology and have a firm belief that the implementation of technology in the classroom is crucial.

Now on to taglines. I am in the process of updating my blog to match our school's theme. This year's theme is "One Band, One School, One Sound." It's all about being on the same team, playing different instruments {different teaching styles}, with the common goal of producing one sound {raising student achievement}. My new blog title will be "One Class, One Sound." I want my class to have a sense of unity in that we are all in this together - I've been singing that song from High School Musical all day. We will celebrate successes and offer help when we are not successful. I would like my tagline to reflect this philosophy. So far, I have come up with "Where We Learn In The Key Of Unity." As you can see I am trying to tie music with unity.

I would LOVE to hear other suggestions! 

Guided Math Chapter 5

Teachers spend more time planning for whole group instruction than for small group instruction. Yes, I fit into that statement. The ideas presented in this chapter will help me plan effectively.

In the past, I gave a pretest at the beginning of the year and created groups using results. The same students would stay in that group for almost half a year. Then, I would move some students around because personality clashes occurred. That was me being lazy -- "Ugh, do I really have to make another test and use more copies?" 

I'm glad this component has been addressed. I don't always have to give pretests to create groups. Observations of student work, simple math conversations, and performance tasks are options I now have to form small groups.

So, how do I plan for small groups?

• Identify the big idea of the unit of study
• Decide what the criteria of success will be in mastering the standards
• Form groups based on formal and informal assessments
• Select teaching points
• Prepare differentiated lessons
• Gather and organize materials

Ok, ready to go....now what?

• Introduce lesson - this must be brief. Teachers can demonstrate how to use manipulatives, discuss vocabulary, connect concept to their own lives, or reflect on concepts already learned
• Present task
• Encourage use of multiple strategies - WOW! This was an eye-opener! Word problems appear at the end f a worksheet and students just plug in whatever procedure was used for the rest of the page. No real problem solving has occurred with this word problem. I need to release control and allow the students to choose their own strategy. 
• Scaffold learning
• Mathematical discourse - reflect on what they are doing and communicate it to others. 
• Feedback

I hope you are enjoying this book as much as I am! 

Love to hear your thoughts.

Guided Math Chapter 4

In my thoughts on Chapter 1, I wondered if the mini lessons I use in place of whole group instruction was effective. My question was answered in this chapter on "Using Guided Math with the Whole Class." The answer is yes and no....LOL   I know - what kind of answer is that!? Let me explain.

All the points made in the "Architecture of a Mathematics Mini Lesson" (page 112) are used during mini lessons.

• Real-life experiences are connected to what they are about to learn
• Teaching point is expressed in the form of an "I can" statement and anchor chart that is used as a reference during centers
• Practice is completed during active engagement
• Their work is either linked to a previous day's lesson or a lesson they will learn later in the week

Thank you, Laney Sammons, for the sample mini lesson. It is always helpful to hear/read what it should  look like.

Tips for Effective Mini Lessons

Here is where I run into some things I need to change. Mini lessons should be no more than 10 minutes. I usually spend 15 to 20 minutes. The reason why -- I engage in conversations with my students. The first two recommendations for effective mini lessons are to limit student talk and keep the connection brief. When I make a real-life connection the students are so eager to share more ideas. So, we discuss them. I also find myself trying to fix problems during guided practice. This takes a big amount of time. From now on I should keep a clip board with me to list the students who need additional, intensive instruction. That way I can use this info to pull students during centers. These changes are doable and should cut the mini lesson to 10 minutes.

Activating Strategies

I have to be honest here. I am not a fan of KWL charts. I am worried that once the "K" is filled in, all misconceptions that are listed may be believed. I understand that these misconceptions can be addressed during the "Things I Learned," but it may be difficult for some to do away with the incorrect content once it has been sitting there all day. 

I have never used anticipation guides before and they seem beneficial. It sounds similar to KWL charts in what do you believe now and what do you believe after. However, my students will view this as a "let me see how many I can get right." Then if they do answer something incorrectly, they immediately see what was wrong. To extend on this activity I will have them correct the incorrect statements.

Reading Math-Related Children's Literature

I need advice. Reading a book is suggested for the beginning of class. I have a center with math-related books. Should I read the book in the beginning of class and place in center for students to read again? Or, not read the book but still have it available? 

Math Huddle

I would love to incorporate this as a closing activity. Just wish there were examples on what it should look like.

Games and Music

Each week I create a new game to be played on the Promethean board. They love competing with each other! If you are interested in seeing the game, I have them at my Teachers Pay Teachers store. Only 4 are listed and as soon as I can I will be posting more. Click on the picture to check them out.

I purchased a multiplication rap CD at a DI conference a few years back and the students love it! It is from Hip Hop Edutainment. If you introduce your students to these songs don't lose the CD! I misplaced it once and you would have thought I took recess away from the students. They sulked until I found it. Since that incident, I have made additional copies and downloaded it to my iTunes account. I use it as a time filler. I choose a song, let's say it covers the 4 times table, and play it. As it is playing, the students compete to see who can write the 4 times table the most before the end of the song.

Technology

I DO NOT know what I would do without the Promethean board. I am absolutely spoiled!! In addition to the board, I have all the cool gadgets that come with it -- Activotes (what the book calls clickers), wand, tablet, etc. The Activotes are a valuable asset because I can pose a question and see every students' response once they have "clicked." The program will also create a graph of the results.

Thanks for reading and I would love your feedback.

Our hosts for Chapter 4 are Brittany at Sweet Seconds and Katie at Once Upon a Teaching Blog. Make sure to link up :)

Guided Math Chapter 3

WOW! OMG! YES!

These were my reactions as I read great idea after great idea after great idea after great idea. I think you get the picture.

So much information is packed into this 36 page chapter! To save time and my fingers from cramping, I want to share my thoughts on the components that interest me. 

Data Collection and Analysis Math Stretch - Thinking of posing a question on Monday, having students respond to/ graph, then Tuesday - Friday student-generated questions using data.

Number of the Day Math Stretch - This will be included in one of my centers. I like how it is a quick, easy task.

______ Makes Me Think Of.....Math Stretch - Another idea to be included in a center. I will leave the chart up for the entire unit allowing students to change answers if needed. I may also, or instead of, have a chart with 3 columns: Math to Self, Math to World, Math to Math. Student would make connections in each column. 

Mathematical Current Events - Such an easy way to make the students aware of their world and how math is a part of it. 

Mathematics-Related Classroom Responsibilities - Now why haven't I thought of this before? Oh yeah, because I'm a control freak :)  Might have to relinquish some control and assign jobs that are math related. I'm really interested in creating booklets to graph their progress of math-fact fluency. This will also give them ownership and make them responsible for their learning.

Calendar Board - As of now, I will continue using Mountain Math instead of the Calendar Board. I see lots of similarities.  However, there are some components that caught my attention. 

• Decimal number line representing the number of days in school
• Using place value to show days left and days used (page 99)

My classroom will definitely scream MATH IS LEARNED HERE!

I am learning so much from this book study. It's not too late to join in and share your thoughts. Here are the links for our previous hosts.

            Chapter 1                                                                          Chapter 2

Chapter 3 from an elementary                           Chapter 3 from a middle school          perspective                                                         perspective
    

Guided Math Chapter 2

Chapter 2 discussed creating a classroom environment of numeracy. I have always been jealous of language art classrooms. Shelves packed with books, cozy corners to read these books, centers to express yourself through writing or to relax while listening to an audio book. Don't get me wrong; I love teaching Math! But, it seemed difficult to create an environment that was as equally engaging as literacy. Now I see that it's not as difficult as I once thought.

A classroom of numeracy contains much more than workstations. First and foremost, the kids must be willing to take risks and know it is ok to make mistakes. 

I have this poster hanging in my room. When one student is not engaged in their activity because they don't understand, I hear another student reminding them of this poster. I LOVE IT!

Ok, back to creating our environment. My classroom arrangement allows for student independence by having designated work areas and labeled, organized manipulatives. Having 34 students in an average-sized classroom does not allow for a separate large- or small- group meeting area. I wish it did. I meet with my groups at empty student desks. Not an ideal area, but it works. 

Now we get into the heart of a numeracy-rich environment.

• Student calendars or agendas - Our school provides agendas and I would be willing to incorporate this into my lesson. However, I have little experience with the use of math calendars. I wish this chapter would have given more details. Ideas would be appreciated. :)
• Manipulatives - They are organized, labeled, and easily accessible.
• Problems of the Day and Problems of the Week - I include a problem of the week in my Math Reading and Writing station. 
• Word Wall and Vocabulary Displays - Elizabeth at Fun in 4B shared a resource created by another teacher and I am so thankful! Now I can display vocab in style. Ginger at Ginger Snaps has 4th grade Common Core vocab cards that I will be purchasing very soon.
• Math Journals - I have been looking into Interactive Student Notebooks to use in Science and Social Studies. Might as well use them in Math as well. I believe, in conjunction with foldables, this will be an effective part of next year.
• Graphic Organizers - Again, using foldables.
• Class-Made Charts - This will be hard for me. I know charts should be made with the class, but I like to have them pre-made with math processes so the children have a reference during centers. As I mentioned in Chapter 1's thoughts, my lessons consist of a mini-lesson then straight to centers. Maybe someone can help me with my control issues. :)
• Tools for Measuring - Have the tools but so guilty of only using them when that skill is taught. Have to correct this problem.
• Math-Related Children's Literature - My Math Reading and Writing center address this component. I will have to tweak it this upcoming year. While it is great that I have math literature available, the fact remains that not all of my students are reading on-level. Playing with a few ideas on how to use my listening center for this purpose.
• Math Books by Student Authors - Already addressed foldables. :)

I would love to hear your thoughts. 

Want to join in the fun?

Our host for Chapter 1 

And Chapter 2's host 

Guided Math Book Study Chapter 1

I began my blog this past school year with the purpose of keeping parents informed of class events. I am a little disappointed in myself for not posting more frequently. So, my goal for next school year is to post every week!

This school year has come to an end and my blog will go untouched for the next few months...NOT!! 

During my stalking of blogs I came across a book study hosted by Primary Inspired. It started June 8th, better late than never, and each chapter will be discussed by other teacher bloggers. In preperation of my new goal for next year, I will be participating and not allowing my blog to go untouched during the summer. :)

  

Here are my thoughts...

Guided Math is a framework of 7 instructional components.

1. A Classroom Environment of Numeracy - Children think that if they don't understand Math they never will. By creating an environment that supports numeracy, they will see how problem solving and numbers affect their everyday lives and become more meaningful. 
2. Morning Math Warm-ups - Questions or mathematical tasks are completed by students the minute they are at their desks. I currently use Mountain Math as my warm-up. I won't find out until Chapter 3 what this entails in Guided Math. Hopefully it will be similar to Mountain Math because it will have to blow me away for me to eliminate using Mountain Math. There are so many skills to be learned in Math and it can be difficult to review in January what was learned the previous 4 months. I am so hooked on my warm-up because every week the students quickly review key concepts. They are also introduced to concepts that may not be learned for 2 months, but when the time comes they are already familiar because of the weekly review.
3. Whole-Class Instruction - In January, I began the Daily 5 in Math. I cannot wait until they come out with a book on that model!!! Anyway, my whole-class instruction has been in the form of mini-lessons. I'm interested to learn if I am using this method effectively.
4. Guided Math Instruction with Small Groups of Students - Who doesn't love working with small groups??? This is my favorite part of the day. I get to differentiate my instruction, provide immediate, corrective feedback, and really get to know my students. I am curious as to how other educators group their students. The book briefly discusses grouping by ability. My groups have always been heterogeneous. I like the idea of having a student with a greater understanding of math in a group with someone who may not. I fear homogeneous grouping for the simple fact of how can they help each other if no one understands? I would greatly appreciate feedback from other teachers on my dilemma :) Again, another chapter that I can't wait to dive into.
5. Math Workshop - Great suggestions are made in the book for use in math workshops: math-center activities, math games, Math journal writing, problem of the week. My workshops consist of Math Reading and Writing, Math with Technology, Partner Math, Math by Myself, and Math with IWB. 
6. Individual Conferences - Excited that this chapter will provide a structure for conferencing and methods for recording anecdotal notes!
7. An Ongoing System of Assessment - "In mathematics instruction, a student's level of proficiency can vary drastically from concept to concept." Oh, how so very true! Some students catch on quickly and I don't want to waste valuable time teaching what they already know. On the other hand, I don't want to teach at such a fast pace that the ones struggling are left behind. A balanced system of assessment will give a better picture of each student's understanding. 

I have a great deal of information that I am about to learn. I CAN'T WAIT!! Very thankful that I ran across this book study. If I hadn't, I would be skipping around the book and missed out on useful information. More importantly, I would have missed out on valuable insights from other educators.