During Monday PD we determined multiple values that are essential to the work we do at Hoover. This week I highlight our value of being Student Driven.
As a team we decided this meant we would continually use student data, needs, and interests to guide the work we do in the classroom and the instruction we plan for each and every day.
In the above video I talked with a 2nd grade student in Ms. Rieck's room who was practicing the use of math manipulatives to represent numbers. Ms. Rieck talked about how this was the second tool they had learned to use, and students would continue practicing in a variety of ways.
Research shows that using hands on materials will help contribute to the retention of knowledge for students. Research also suggests the more ways we are able to model learning for students, the more likely we will help ALL students make a connection and find the most efficient strategy for their particular learning and style.
As students were working, Ms. Rieck was constantly walking around to pairs of students, checking work, asking reflective questions, prompting students further to challenge their thinking. This is an efficient time for the teacher to be taking physical or mental notes to formatively asses where students are at in their thinking and learning. By the teacher walking around to students, we are encouraging them to stay engaged in the learning, creating that sense of proximity, and we can see where multiple students are at, instead of one at a time at our desk.
After students practiced with partners, Ms. Rieck brought students together to share about their learning. Below is the conversation Ms. Rieck facilitated in her classroom. Throughout this conversation Ms. Rieck will be able to make multiple judgements of the student learning, as well as notes about their thinking process or misconceptions she might need to clear up with the class or individuals at a later time.
By using this formative data, she will be able to drive her future instruction and continue to be student driven to improve student achievement.
Teacher
"The number was 46. We know that is 4 tens and 6 ones. Looking at my pieces, is this 46?"
Class
"NO!"
Teacher
"It's not"
Student
"It is but it is backwards"
Teacher
"This is 46, but when I write 46, I have to make sure the pieces are in the correct place.
So I can write it out 46 like this and it is less confusing. If this is the way we are going to write numbers, this is the way you need to show it on your paper."
Teacher
"How do you feel about working with these tools compared to the connect blocks?"
Class
"EASIER!"
Teacher
"Let's talk about that. Yesterday we used the connecting cubes to look at our place values, and today for the first time we got out our place value blocks. I wanted to talk about what the difference was, and which ones you enjoyed working with the most. Who can tell me something that you liked about these that was different than the other ones?"
Student
"I liked that they stayed together and they didn't fall a part."
Teacher
"Anything else you noticed about these?"
Student
"I liked when we changed numbers is was easier to take 10 away instead of breaking them a part to make 5 or another number. When we went from 46 to 35 we could just take a big piece with 10 off and one more little piece. It was faster. "
Teacher
"Anything else about the difference between the two tools?"
Student
"It is easier to make big numbers, because if you needed 5 tens, you didn't need to count out each one, you just knew to use the ten ones."
Teacher
"So you can just easily count out 5 to get 50, and that is easier for you?"
Student
"Yeah"
Student
"I liked that if you needed 100, if you were using the connecting cubes you would need to spend all that time counting them each out, but with the blocks you could just pull down 10."
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