Habit 2: Develop Schema and Activate Background Knowledge
Pick 3 of the ideas listed for your grade level. Write the idea, and explain how you might change it up a little bit to fit the needs of your students.
I see many ideas from early AND upper elementary that I will use...
First of all, I love the cloze sentence frame as a beginning (and end?) to each lesson or new concept. This would be perfect to put in a math journal and can be an anticipatory set and/or closure...right??
Next, What I knew/What is new t-chart is very interesting. I like that students will have a map of where they started and where they ended and what changed. This could be used for different kinds of math not just subtraction (and I'm sick of the old KWL chart). Also, great for a math journal!
Circle the category would work well the 2nd semester. I think it might be confusing to 3rd graders at the beginning of the year. We could do this with partners having one card to share and then together find a group/category.
Honorable Mention: Three Facts and a Fib could be during learning a new concept rather than as a set up. Also, I like Formulate a Definition Through Observation of Examples and Nonexamples, this one really promotes higher level thinking.
I agree that the KWL can get old. Plus we seem to not come back to the L section very often. 3 fibs and a lie is great as a team builder. I can see its use with math numeracy. We would give them 3 problems with answers and tell them to find the ones that are right and the one that is incorrect and make it right.
I, too, found useful ideas in both early and upper elementary that I will use next school year.
From early elementary and from our math moments with Maggie, I really love the idea of counting by 2s, 5s, 10s, etc. starting at non-landmark numbers (i.e. 4, 7, 8, etc.). I can see how powerful and helpful this can be to all students especially when it comes to mental math, division, and especially multiplication since that's the big thing in 4th grade... it even challenges me!
From upper elementary, I like "Voting with Your Feet." Getting students up and out of their seat is important and so helpful especially with how many children are diagnosed with ADHD today. It's a quick and easy engagement strategy to activate prior knowledge. It can also be used as a quick assessment for closure at the end of the lesson. I like this also as a beginning-of-the-year community building activity!
I also really like Three Facts and a Fib. I did this last year as a community building activity at the beginning of the year. The students had to write 3 facts and a fib about themselves and the class had to vote on which they thought was the fib. It was a great bonding experience! We learned a lot about one another.
When it comes to math, it provides a lot of classroom debate as they have to defend and explain why they thought a certain one is a fib- easy engagement. It's great to activate prior knowledge and create intellectual dialogue simply based on what they already know.
One last idea I found really helpful and my DUH! moment was "When Are We Ever Going to Use This?" What an easy closure for any lesson really- math or not. Again, easily brings it back to real-life connections.
I never thought about the non landmark numbers until Maggie showed us. Voting with your feet would be fun. Anything to get those non structured PE minutes. ;-)I wrote about 2 truths on Linda's post. Great closure idea! Put it back on them. Love it.
Real World Examples-I do this some already. But I need to remember to put it in 5 year old examples more often than I do rather than when you have a job....or your parents use this and so will you... Also makes me think about the ELL's who may or may not be lacking more than the other non ELL's. Using manipulatives- I felt validated about the fact that prior to evey lesson I do give my kids "explore/play" minutes with the objects. That way when the learning timer goes off they are more ready to focus on the standard at hand. Math Word Wall- I started a math vocab wall last year. unfortunately it became more of a wallpapr rather than interactive so I liked the suggestion of an 'in your oen words/drawing' definition they could put in a journal. Two other notes: Their term 'number surgery' reminded me of decomposing numbers (in common core -right?) I also noticed a thread of objects, drawing, numbers in leading studetns.
This strategy is really big in the first unit of first grade Everyday Math. Students are asked to record where they see numbers in the “real world”. This activity helps to answer the “so what?” part of math for younger children. It helps them see the purpose behind why they are learning math concepts when they can see it used in their everyday lives. What I like to add to this strategy is a discussion or written piece that ties together what was found and the concepts of “Why do we need math?”, “Why is math important?”, and “What do we use math for?”
2. “Number Surgery”
In this strategy, students explore addition through breaking given numbers into all of the smaller possibilities (3 into 1+2, 3+0, etc.). I would use this activity to connect to the relationship between addition and subtraction, as well as the Everyday Math fact triangles that we use all year.
3. “What We Knew/What is Knew T-Chart”
I like using KWL charts and spin-offs of the charts. I would not only use this chart, but it makes me think about other ways to use T-charts during math. One concept that is important in first grade is understanding the relationship between addition and subtraction. Recording responses on a T-chart is a great visual way to have a discussion about this concept.
--Using real world examples that they can relate to, especially important in word problems. --providing manipulatives purposefully -students use them beforehand with a specific concept in mind to begin making the connections, predictions, and for questioning. --Math Word Wall - like Trish I had one up but need to utilize it more meaningfully. Activities: --Numbers, Numbers, Where are They -good math/home connection --Number Surgery-we focused a lot this year with decomposing --Estimate/Jellybean Jar- good for mental math and think alouds
1. Use Manipulatives Purposefully I like the Everyday Math program for all of the opportunities to use Manipulatives. But, I especially like the connection to Reciprocal Teaching...predicting, questioning and making connections.
2. Create a Math Word Wall I started one, but have trouble keeping up with it all year. Then, I remembered that I used to do vocal on index cards. The cards were divided into four parts. 1 draw a representation. 2. Write your definition in your own words. 3. Use numbers 4. Show using a way that it is seen in real life
3. Word Sort I love the idea of creating a jumprope chant! We categorize a lot in other subjects, this really opened my eyes to have the kids categorize math topics.
Several people mentioned the "What we knew"/"What is new" T chart. This fits perfectly with the idea of what students know "already" and what they haven't learned "yet" from my book. This is a powerful and positive tool to get students thinking about their learning. We want our them to think of learning as a process...to get them thinking that not knowing something is not a negative personal attribute, but simply an indication that additional investigation and effort are needed. Students who think "not knowing" is a fixed personal attribute (I'm not smart) are likely to use their energy for defensive strategies (often seen as disruptive behavior) rather than for learning. We want to show students in as many ways as possible that improved strategies and increased effort are what makes them "smart."
This year I will have a Math Word Wall. I have already printed and cut out the words. My plan is to rotate the words as we use them. For instance, when teaching number sense, I would put up words like number, ones, tens... but when I am teaching Geometry I would put up words like circle, square, line, and vertex. I plan to refer to it daily and do activities with it. My words also have a matching picture. If I was to cut them apart, children could find the matching picture for each word. I also like the idea of performing "Number Surgery". Making sure that children can both construct and deconstruct a number is so important, especially with the new Core Standards. This is a great way for children to show what they know about numbers. Finally, I like "Numbers, Numbers, Where Are They?" This is one of many ways to get kids to do math at home.
I see many ideas from early AND upper elementary that I will use...
ReplyDeleteFirst of all, I love the cloze sentence frame as a beginning (and end?) to each lesson or new concept. This would be perfect to put in a math journal and can be an anticipatory set and/or closure...right??
Next, What I knew/What is new t-chart is very interesting. I like that students will have a map of where they started and where they ended and what changed. This could be used for different kinds of math not just subtraction (and I'm sick of the old KWL chart). Also, great for a math journal!
Circle the category would work well the 2nd semester. I think it might be confusing to 3rd graders at the beginning of the year. We could do this with partners having one card to share and then together find a group/category.
Honorable Mention: Three Facts and a Fib could be during learning a new concept rather than as a set up. Also, I like Formulate a Definition Through Observation of Examples and Nonexamples, this one really promotes higher level thinking.
I agree that the KWL can get old. Plus we seem to not come back to the L section very often. 3 fibs and a lie is great as a team builder. I can see its use with math numeracy. We would give them 3 problems with answers and tell them to find the ones that are right and the one that is incorrect and make it right.
DeleteI, too, found useful ideas in both early and upper elementary that I will use next school year.
ReplyDeleteFrom early elementary and from our math moments with Maggie, I really love the idea of counting by 2s, 5s, 10s, etc. starting at non-landmark numbers (i.e. 4, 7, 8, etc.). I can see how powerful and helpful this can be to all students especially when it comes to mental math, division, and especially multiplication since that's the big thing in 4th grade... it even challenges me!
From upper elementary, I like "Voting with Your Feet." Getting students up and out of their seat is important and so helpful especially with how many children are diagnosed with ADHD today. It's a quick and easy engagement strategy to activate prior knowledge. It can also be used as a quick assessment for closure at the end of the lesson. I like this also as a beginning-of-the-year community building activity!
I also really like Three Facts and a Fib. I did this last year as a community building activity at the beginning of the year. The students had to write 3 facts and a fib about themselves and the class had to vote on which they thought was the fib. It was a great bonding experience! We learned a lot about one another.
When it comes to math, it provides a lot of classroom debate as they have to defend and explain why they thought a certain one is a fib- easy engagement. It's great to activate prior knowledge and create intellectual dialogue simply based on what they already know.
One last idea I found really helpful and my DUH! moment was "When Are We Ever Going to Use This?" What an easy closure for any lesson really- math or not. Again, easily brings it back to real-life connections.
I never thought about the non landmark numbers until Maggie showed us. Voting with your feet would be fun. Anything to get those non structured PE minutes. ;-)I wrote about 2 truths on Linda's post. Great closure idea! Put it back on them. Love it.
DeleteReal World Examples-I do this some already. But I need to remember to put it in 5 year old examples more often than I do rather than when you have a job....or your parents use this and so will you... Also makes me think about the ELL's who may or may not be lacking more than the other non ELL's.
ReplyDeleteUsing manipulatives- I felt validated about the fact that prior to evey lesson I do give my kids "explore/play" minutes with the objects. That way when the learning timer goes off they are more ready to focus on the standard at hand.
Math Word Wall- I started a math vocab wall last year. unfortunately it became more of a wallpapr rather than interactive so I liked the suggestion of an 'in your oen words/drawing' definition they could put in a journal.
Two other notes: Their term 'number surgery' reminded me of decomposing numbers (in common core -right?)
I also noticed a thread of objects, drawing, numbers in leading studetns.
1. “Numbers, Numbers, Where Are They?”
ReplyDeleteThis strategy is really big in the first unit of first grade Everyday Math. Students are asked to record where they see numbers in the “real world”. This activity helps to answer the “so what?” part of math for younger children. It helps them see the purpose behind why they are learning math concepts when they can see it used in their everyday lives. What I like to add to this strategy is a discussion or written piece that ties together what was found and the concepts of “Why do we need math?”, “Why is math important?”, and “What do we use math for?”
2. “Number Surgery”
In this strategy, students explore addition through breaking given numbers into all of the smaller possibilities (3 into 1+2, 3+0, etc.). I would use this activity to connect to the relationship between addition and subtraction, as well as the Everyday Math fact triangles that we use all year.
3. “What We Knew/What is Knew T-Chart”
I like using KWL charts and spin-offs of the charts. I would not only use this chart, but it makes me think about other ways to use T-charts during math. One concept that is important in first grade is understanding the relationship between addition and subtraction. Recording responses on a T-chart is a great visual way to have a discussion about this concept.
--Using real world examples that they can relate to, especially important in word problems.
ReplyDelete--providing manipulatives purposefully -students use them beforehand with a specific concept in mind to begin making the connections, predictions, and for questioning.
--Math Word Wall - like Trish I had one up but need to utilize it more meaningfully.
Activities:
--Numbers, Numbers, Where are They -good math/home connection
--Number Surgery-we focused a lot this year with decomposing
--Estimate/Jellybean Jar- good for mental math and think alouds
1. Use Manipulatives Purposefully
ReplyDeleteI like the Everyday Math program for all of the opportunities to use Manipulatives. But, I especially like the connection to Reciprocal Teaching...predicting, questioning and making connections.
2. Create a Math Word Wall
I started one, but have trouble keeping up with it all year. Then, I remembered that I used to do vocal on index cards. The cards were divided into four parts. 1 draw a representation. 2. Write your definition in your own words. 3. Use numbers 4. Show using a way that it is seen in real life
3. Word Sort
I love the idea of creating a jumprope chant! We categorize a lot in other subjects, this really opened my eyes to have the kids categorize math topics.
Several people mentioned the "What we knew"/"What is new" T chart. This fits perfectly with the idea of what students know "already" and what they haven't learned "yet" from my book. This is a powerful and positive tool to get students thinking about their learning. We want our them to think of learning as a process...to get them thinking that not knowing something is not a negative personal attribute, but simply an indication that additional investigation and effort are needed. Students who think "not knowing" is a fixed personal attribute (I'm not smart) are likely to use their energy for defensive strategies (often seen as disruptive behavior) rather than for learning. We want to show students in as many ways as possible that improved strategies and increased effort are what makes them "smart."
ReplyDeleteThis year I will have a Math Word Wall. I have already printed and cut out the words. My plan is to rotate the words as we use them. For instance, when teaching number sense, I would put up words like number, ones, tens... but when I am teaching Geometry I would put up words like circle, square, line, and vertex. I plan to refer to it daily and do activities with it. My words also have a matching picture. If I was to cut them apart, children could find the matching picture for each word. I also like the idea of performing "Number Surgery". Making sure that children can both construct and deconstruct a number is so important, especially with the new Core Standards. This is a great way for children to show what they know about numbers. Finally, I like "Numbers, Numbers, Where Are They?" This is one of many ways to get kids to do math at home.
ReplyDelete