Category Archives: Creativity

Book study: #ChoralCounting and #CountingCollections – session 2 #TrinityLearns

As a community, we are focused on high-quality instruction that leads to deep understanding.  The teachers of our youngest learners take action to develop young, strong mathematicians.  Together, we are studying Choral Counting and Counting Collections: Transforming the PreK-5 Math Classroom to deepen and strengthen our understanding of learning and teaching early numeracy.

Counting is a vibrant part of early learning about mathematics. Young children are constantly counting as they make sense of their world. [Franke, Kindle Locations 490-491}

For our second session together, we turned our attention to choral counting and what we learn when we listen to the diverse thinking of the learners in the room.  As you can see from the tweets below, our teachers are working with our young students to confirm a sense of belonging while strengthening our culture of being seen, known, and heard by teachers and peers.

Choral Counting gets to the heart of what we want for our mathematical communities. This activity creates space for all students to notice, to wonder, and to pursue interesting ideas. Students and teachers alike wonder together about patterns, and why and how numbers change or stay the same. [Franke, Kindle Locations1526-1528}

In addition to deeper work with choral counting, we continue to empower young learners to count, record, and think.

Learning about counting and cardinality are big ideas in the early grades. Having a collection of items invites children to count to find the total number of objects. As children count, they come to understand the relationship between numbers and quantities and connect counting to cardinality. [Franke, Kindle Locations 501-503}

How do we strengthen and deepen understanding, confidence, and efficacy? Who do we help when learners persevere, show their work, and . . . ? What are ways to empower learners to become self-correcting, self-reliant, and independent?

#TrinityLearns


Franke, Megan L. Choral Counting and Counting Collections: Transforming the PreK-5 Math Classroom.. Stenhouse. Kindle Edition.

Agenda: Embolden Your Inner Mathematician (11.07.18) Week 8

Week Eight of Embolden Your Inner Mathematician

We commit to curation of best practices, connections between mathematical ideas, and communication to learn and share with a broad audience.

Course Goals:
At the end of the semester, teacher-learners should be able to say:

  • I can work within NCTM’s Eight Mathematical Teaching Practices for strengthening the teaching and learning of mathematics.
  • I can exercise mathematical flexibility to show what I know in more than one way.
  • I can make sense of tasks and persevere in solving them.

Today’s Goals

At the end of this session, teacher-learners should be able to say:

  • I can use and connect mathematical representations. (#NCTMP2A)
  • I can make sense of tasks and persevere in solving them. (#SMP-1)

From Principles to Actions: Ensuring Mathematical Success for All

Use and connect mathematical representations.  Effective teaching of mathematics engages students in making connections among mathematical representations to deepen understanding of mathematics concepts and procedures and as tools for problem solving.

Learning Progressions for today’s goals:

  • I can implement tasks that promote reasoning and problem-solving. (#NCTMP2A)
  • I can make sense of tasks and persevere in solving them.

Tasks:

What the research says:

From Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5

Too often students see mathematics as isolated facts and rules to be memorized. … students are expected to develop deep and connected knowledge of mathematics and are engaged in learning environments rich in use of multiple representations.

Mathematics learning is not a one size fits all approach …, meaning not every child is expected to engage in the mathematics in the same way at the same time. … the diversity of their sense-making approaches is reflected in the diversity of their representations. [p. 140]

[Cross posted at Sum it up and  Multiply it out]


Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions.” Experiments in Learning by Doing or Easing the Hurry Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 21) Print.

Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5. The National Council of Teachers of Mathematics, 2017.

Agenda: Embolden Your Inner Mathematician (10.24.18) Week 7

Week Seven of Embolden Your Inner Mathematician

We commit to curation of best practices, connections between mathematical ideas, and communication to learn and share with a broad audience.

Course Goals:
At the end of the semester, teacher-learners should be able to say:

  • I can work within NCTM’s Eight Mathematical Teaching Practices for strengthening the teaching and learning of mathematics.
  • I can exercise mathematical flexibility to show what I know in more than one way.
  • I can make sense of tasks and persevere in solving them.

Today’s Goals

At the end of this session, teacher-learners should be able to say:

  • I can implement tasks that promote reasoning and problem solving. (#NCTMP2A)
  • I can make sense of tasks and persevere in solving them. (#SMP-1)

From Principles to Actions: Ensuring Mathematical Success for All

Implement tasks that promote reasoning and problem-solving: Effective teaching of mathematics engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies.

Learning Progressions for today’s goals:

  • I can implement tasks that promote reasoning and problem-solving. (#NCTMP2A)
  • I can make sense of tasks and persevere in solving them.

Tasks:

  • Poetry and watercolor (a.k.a., the beauty of mathematics)
  • Phases of the moon (See slide deck)

What the research says:

From Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5

In ambitious teaching, the teacher engages students in challenging tasks and collaborative inquiry, and then observes and listens as students work so that she or he can provide an appropriate level of support to diverse learners.  The goal is to ensure that each and every student succeeds in doing meaningful, high-quality work, not simply executing procedures with speed and accuracy.(Smith, 4 pag.)

Equitable teaching of mathematics focuses on going deep with mathematics, including developing a deep understanding of computational procedures and other mathematical rules, formulas, and facts. When students learn procedures with understanding, they are then able to use and apply those procedures in solving problems. When students learn procedures as steps to be memorized without strong links to conceptual understanding, they are limited in their ability to use the procedure. (Smith, 93 pag.)

Evidence of work and thinking:

Slide deck:

[Cross posted at Sum it up and  Multiply it out]


Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions.” Experiments in Learning by Doing or Easing the Hurry Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 21) Print.

Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5. The National Council of Teachers of Mathematics, 2017.

Agenda: Embolden Your Inner Mathematician (10.10.18) Week 5

Week Five of Embolden Your Inner Mathematician

We commit to curation of best practices, connections between mathematical ideas, and communication to learn and share with a broad audience.

Course Goals:
At the end of the semester, teacher-learners should be able to say:

  • I can work within NCTM’s Eight Mathematical Teaching Practices for strengthening the teaching and learning of mathematics.
  • I can exercise mathematical flexibility to show what I know in more than one way.
  • I can make sense of tasks and persevere in solving them.

Today’s Goals

At the end of this session, teacher-learners should be able to say:

  • I can implement tasks that promote reasoning and problem-solving. (#NCTMP2A)
  • I can show my work so that a reader understands without have to ask me questions.

From Principles to Actions: Ensuring Mathematical Success for All

Implement tasks that promote reasoning and problem-solving:Effective teaching of mathematics engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies.

Learning Progressions for today’s goals:

  • I can implement tasks that promote reasoning and problem-solving. (#NCTMP2A)
  • I can show my work so that a reader understands without have to ask me questions.

Tasks:

  • Read and “do the math” from Each Orange Had 8 Slices by Paul Giganti Jr. (Author), Donald Crews (Illustrator).
  • Select, read, and mathematize a book of your choice. Plan a lesson for your students.

[Cross posted at Sum it up and Multiply it out]


Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions.” Experiments in Learning by Doingor Easing the Hurry Syndrome.WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 21) Print.

Agenda: Embolden Your Inner Mathematician (10.03.18) Week 4

Week Four of Embolden Your Inner Mathematician

We commit to curation of best practices, connections between mathematical ideas, and communication to learn and share with a broad audience.

Course Goals:
At the end of the semester, teacher-learners should be able to say:

  • I can work within NCTM’s Eight Mathematical Teaching Practices for strengthening the teaching and learning of mathematics.
  • I can exercise mathematical flexibility to show what I know in more than one way.
  • I can make sense of tasks and persevere in solving them.

Today’s Goals

At the end of this session, teacher-learners should be able to say:

  • I can implement tasks that promote reasoning and problem-solving. (#NCTMP2A)
  • I can make sense of tasks and persevere in solving them. (#SMP-1)

From Principles to Actions: Ensuring Mathematical Success for All

Implement tasks that promote reasoning and problem-solving:Effective teaching of mathematics engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies.

Learning Progressions for today’s goals:

  • I can implement tasks that promote reasoning and problem-solving. (#NCTMP2A)
  • I can make sense of tasks and persevere in solving them. (#SMP-1)

Tasks:

Anticipated ways to mathematize Sheep Won’t SleepSee the next blog post for additional details

[Cross posted at Sum it up and Multiply it out]


Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions.” Experiments in Learning by Doingor Easing the Hurry Syndrome.WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 21) Print.

The self-discipline to wait, watch, coach (revised)

My small extended family, there are just 10 of us, blazed through 12 dozen homemade cookies in three afternoons. Home for the holiday, my mother, my daughter, and I bake for pleasure, to help the house smell good, and to pass on important family traditions.  The cookie baking extravaganza has now extended into day 4. The demand for more cookies might be triggered by the smell of chocolate, peanut butter, and sugar wafting throughout the house, back porch, and driveway. Or, it could be gluttony. It’s a holiday; calories don’t count, right?

In her new red and green pjs, AS wakes up raring to go.  Jumping up and down in the kitchen in her new polka dot apron, she asks “How many cookies will we bake today, Mama? How many? How many?”

I hold back a sigh and try not to drop my head; I am tired. I have turkey, dressing, ham, and several casseroles to prepare to carry on our traditions, and I am experiencing cookie overload. I muster my best smile and say, “We need to bake at least 4 dozen cookies. Uncle Jack is coming today, and you know how much he loves your cookies.”

It is our 4th day of cookie baking. Once again, by popular request, we were making Reese’s peanut butter cup cookies.  We make peanut butter cookie dough, roll it into balls, and cook them in mini muffin pans.  As they come out of the oven, we press mini Reese’s peanut butter cups into the center of the cookies.  Delicious.

It is day 4 of this algorithmic work.  The learner is still excited, curious, and engaged.  Am I? Do I feel the same engagement, or am I bored and ready to move on?

For the first 2 dozen, I make the batter, and three generations work together in concert to roll the cookies into balls. The tins come out of the oven holding peanut butter goodness just waiting to receive the Reese’s peanut butter cup candies.  Together, my mother, AS, and I press the candy into the cookies as they come out of the oven. I can still picture my grandmother’s hands doing this work with my mother and me.

Apprenticeship as learning is so important.

I am struck by the lessons my sweet 6-year old, AS, is teaching me about learning with my students. How often do our students watch us do the work to solve the problem or answer the question and pitch in at the last step?   

Baking the second 2 dozen is a very different story.  Thanks to my mother, AS her very own measuring spoons, spatula, and mini muffin pan that bakes 1 dozen muffins.  Empowered now that she has her own pan, she takes charge. It would have been so much faster for me to roll the cookies.  But, no…her pan; her cookies. Her mantra: “I can do it myself!”

So, I watch, wait, and coach.  I try not to cringe. I hold my comments so that I do not undermine her independence and confidence. Too small, the balls will be difficult to press candy into after baking in the oven.  Too big and they will blob out on the pan during baking. Patiently, I ask, “I wonder, honey, if the peanut butter cup will fit into that ball once baked. What do you think?” She fixes most of these problems with a little coaching from me.

Isn’t this happening in our classrooms?  It is so much faster and more efficient for the teacher to present the material.  We can get so much more done in the short amount of time we have. But, how much does the learner “get done” or learn?  When efficiency trumps learning, does anyone really have success? How do we encourage “I can do it myself!”? How do we find the self-discipline to watch, wait, and coach?

As she demands more independence, her confidence grows.  Can you believe that she would alter my recipe for the first 2 dozen cookies?  As our second dozen bakes, I press the peanut butter cups into my cookies. Miss I-Can-Do-It-Myself decides that Hershey kisses will be just as good or better.  With no prompting (or permission) she creates a new (to her) cookie. She has Hershey Kisses, and she wants to use them.

Worth repeating: “As she demands more independence, her confidence grows.” When we intervene too soon, are we stripping learners of their confidence and independence? Are we promoting productive struggle? Do we let them grapple enough?  

Does it really matter which method a learner uses to solve a problem or answer a question?  Isn’t it okay if they use the distributive property or an area model to multiply? Does it really matter which method is used to find the solution to a system of equations?  Shouldn’t they first find success? Don’t we want our learners to understand more than one way? Is our way always the best way?

Is AS pleased with herself and her creativity?  You bet. Are her cookies just as good as the original recipe?  Sure! How can you go wrong combining chocolate and peanut butter?

We must applaud the process that learners use to solve a problem or respond to a question.  We must praise them when they try something different. We must promote and encourage risk-taking, creativity, and problem-solving.

We must find the self-discipline to be patient while learning is in progress, to watch, wait, and coach.  We must embrace and promote the “I can do it myself!” attitude.

We must.


The self-discipline to wait, watch, coach was originally published on Dec 26, 2010.  This revision is inspired by what we are learning in Embolden Your Inner Writer.

I am grateful for the thoughtful, challenging, advancing feedback from Marsha Harris, Amanda Thomas, Kate Burton, Becky Holden, Cathrine Halliburton, and Lauren Kinnard.

#MVIFI Collider session Sketchnoting: Show what you know more than one way

At the February 16th MVIFI Collider event for professional learning, I facilitated the following 50-minute session on sketch noting twice.

Sketchnoting:
Show what you know more than one way

Up your note taking skills by being visual. Learn this invaluable method for recording, showcasing understanding, and deepening comprehension.

We will meet and greet, norm, touch on research, play with words and word art, discuss tools, practice, participate in a feedback look, and close by setting a micro-goal.

Here’s my sketch note of the plan:

We watched Simon Sinek’s TED talk to practice live sketch noting.

Here are artifacts of learning from Twitter: