Good day to you! Back with you to discuss chapters 1 & 2 of Guided Math in Action by Dr. Nicki Newton.As we begin this book study, we look forward to hearing how each of you transacts with the text—what makes you think, what connections you make, what questions arise, what plans are put in motion, etc. Please feel free to share any thoughts and questions that you have as you reflect on the reading and your own teaching.
- the flexible grouping of students according to their areas of need
- the teaching of students at their instructional level
- the interaction and exchange of thoughts and ideas among students and with the teacher
- the use of appropriate tools to explore a concept at the concrete level
- a teacher’s observations and record keeping
- the development of students’ understanding, reasoning, and confidence
- Meeting Students Where They Are
- Tapping into Multiple Learning Styles & Intelligences
- Building Mathematical Confidence
- concrete manipulatives
- graphic organizers (number lines and grids)
- acting out
Dr. Nicki goes on to discuss how math workshop is a means of establishing a strong community of learning in your classroom. She overviews several components of a math workshop:
- calendar (even for upper elementary)
- problem of the day/number of the day (shared experiences)
- whole class mini-lesson (an activity central to concept)
- guided math groups/centers
- math strategy practice/energizers (thinking and talking about numbers together)
- share/class journal/individual journal (sharing related to activities done in math workshop)
Here are just a few ways I create a numerate environment in my classroom:
- shared math journals
- problem solving discussion prompts (discussion fans)
- number talks, even “outside” of math time
- use of math mentor texts
- shared problem solving
- number explorations (number of the day, daily math meeting)
- reflections (e.g. – ‘exit” slips used with idea board shared above)
- math word study (words posted on word wall and the use of key vocab in context of discussions and writing)
Many of the above will be discussed in more detail in future blog posts.
To end, when I first read Guided Math in Action, I was especially taken with figure 2.2 on p. 16 that outlines some superb math thinking prompts. The more I thought about these prompts, I realized many of them are applicable to more than one discipline. Therefore, I decided to create some letter sized signs to post in the classroom this coming school year. I plan to post them by the ginormous question mark that reminds students to ask, WHY? Feel free to download here!
Now it’s your turn! :0) We look forward to all of the ideas and thoughts that will be shared…
If you are a blogger and are interested in joining this book study, you may hop in at any time. Just sent us an email at guidedmathadventures.com so we can get emails out to you.
See you back here on Sunday–
Almost forgot—if you haven’t already taken our poll, feel free. Just click View to see the results!
|How long have you been using guided math?|
|more than 5 years|
|I have experimented a bit.|
|Not yet–I have plans to begin.|
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