Based on the feedback we got both orally and in writing, the
day spent with the instructional specialists was very productive and the things
we did will be useful to the participants in their work in the field. Here is a
recap of the day with a summary of the feedback:
We began with success stories. Everyone present had tried
something new as a result of our first meeting and to a person had success.
Some people learned new techniques for facilitating meetings (e.g. asking for a
goal and a question from participants, naming themes and using that to guide
the work), others began to shift their focus from what is not working to what
is working and build on that; looking for vital behaviors was another theme
that emerged in the share out; meeting teachers where they are instead of
trying to get them to leap an abyss, giving them one small step to start a
journey of improvement; being invited back when the initial response was go
away; advocating for changes in schedule that would accommodate adequate time
for math and questions about how we actually assist each other to engage in the
productive struggle to change and grow--the same struggle we are asking
teachers to encourage kids to engage in.
We then interviewed the fourth grade teacher, Ms. Taylor,
about her work in multiplication. It is clear that she works hard and has some
pieces in place; however the sequence of lessons, the tools for informally
assessing, and the focus of the math work (e.g. procedures and answers) were
things we could work on. We then prepared a math routine, counting around the
class, to try with her class with me taking the lead as a teacher to help her
see some of the moves and the shift in focus.
A big thank you goes to both Cheryl and Louise for their
openness, willingness, and for the time and effort put into making our day
together a bit success.
Next, we interviewed a student, Daniel, about his math
understanding and used this interview as a way to demonstrate to the
instructional specialists the kind of interview assessments that can be used in
several ways when working with teachers. Interview assessments can:
1. be a way of assisting teachers to learn how to find more about
students that puzzle them.
2. be a way of teaching teachers how to begin to understand where a
range of learners in a given class fall on the learning landscape
3. help teachers learn to confer with students during math classes from
a learning stance rather than a "let me show you" stance
Everyone then had an opportunity to both watch me teach the
mini-lesson, "counting around the room," and got to assess one
student using the techniques demonstrated.
We then debriefed with the teacher and coach and the team
then shared their observations of the kids they assessed. All in all a very
packed agenda!
Feedback:
What participants learned (as per written feedback):
- It is useful to individually assess students around a given topic and then search for themes to inform instruction.
- It is important to take the ECAM style of assessment up the grades and also to listen to students well, rather than lead them when assessing.
- Assessment that is informal does not have to be totally scripted. It can follow the student responses.
- Individualized interview assessments are very revealing and can be really helpful.
- Various routines could be a really good starting place in moving teachers to more coherent practice within schools.
- Routines can be very important to build number sense not just practice skills
- The various ways to use turn and talk and wait time and to bring students into the discussion...
- Valuing "changing your mind" and "not knowing" as ways to help students take risks and build a true learning environment
- I learned the multiplication sequence through the grades.
- The counting around the class activity which can also be used with adults
Wonderings:
- How do we keep the routines meaningful and not fall into mechanical use of them?
- How realistic is individualized interviews when teachers have 30-100 kids?
- Will administrators in city schools have the patience to allow teachers to develop their instructional expertise instead of just focusing on a single test score?
- How do we support more teachers in the way these sessions are supporting our work?
- Will state assessments truly assess number sense or just use of algorithms?
- How do we close the gap between early childhood (K-2) and grades 3-5? Are the structures, resources, and time in place in the early grades for math?
- How do we go from knowing we need better questions to actually having and using better questions?
- Is it okay to give teachers permission to use whatever they want?
- How do we bring this kind of work to a larger scale and make it sustainable?
Looking forward:
- People liked the format and want to use it again when appropriate.
- There is a request to think about having a session in a middle school.
- Carol is going to check with a school for our next visit.
- Vito and Paul might also look into schools we can visit.
- One person wants to do some math together as a team--several people commented on the mathematics discussion we had as being useful.
- Another person wants to discuss further what we can do for the Daniels of the world--algorithmic without much number sense
- A third is interested in analyzing the gap between grades 2-3
- Several plan to use the assessment and/or the routine(s)
- Questioning--more discussion on this
Have a wonderful weekend.
Lucy
