A moment to reflect...data coming soon.

With the implementation of guided math groups going on for the last few months, I am finding that life is very hectic....but in a good way (I think!)  I am finding that there is a lot of work that goes into this approach to teaching math.  I knew this going into it, but I wish I REALLY knew at the time.  For you see, I was very comfortable teaching math the way I was before.  I simply followed the curriculum, page by page, and some how, a good majority of my students made adequate progress.  

But now that I see this approach to teaching, and the way it get students thinking and actively engaging in math is really amazing.  I am continually looking at homework and forming new small groups for that day.  I find that is working best in our classroom right now.  After warm-up and mini-lesson, I meet with as many students/groups as possible...some for 10 minutes others for 5.  While groups are with me, other are working on math workshop.  This past week, fraction BINGO and math journals were the options.  A SMART board game through education city was even an option one day for a lower level group.  The stay most aware and engaged when the activities for math workshop are highly interactive.  This flexible, free-style, grouping works well for us right now versus sticking to a timer and everyone accomplishing the same tasks.  I also incorporated a Choice Board this week as part of our warm-up.  Instead of our usual format, the students had to complete five fraction word-problems in a row off of the BINGO type board.  They were really into it, and some even took on the challenge of getting a "coverall bingo"!
It was neat, and rewarding to see the students able to differentiate for themselves when need be.  I think that is a sign of them becoming more aware of their needs and abilities as learners.    

I am in the process of correcting the unit summative assessment on data.  It is a long test, which I think will be modified for next year.  From what I have seen, the studetns are doing well, and showing great mastery of the concepts/I Cans.  I'll have a full break down by the end of the week. 
Also, we took the NWEA MAP test.  All but two kids made gains!  There are even a large number of students that already met their year-end goal.  I look forward to sharing these successes with parents at conferences next week!

Regardless of the schedule, routine, or curriculum I follow, I know that it is safe to say that guided math instruction and active learning will always be foundational approaches to teaching in my classroom.  I

More details to come soon.

Another Week

This past week was a great week in math.  Our current unit is on data collection, analysis, and graph making.  We were able to work as a large group community a few days to collect some data and make some graphs.  The students' current seating chart is in small groups, with 4-6 students in each group.  These groups are mixed abilities.  It was great to hear the discussions, the learning and the teaching that was taking place within the small groups of students at their tables.
For example, we did an activity about collecting data and choosing an appropriate sample size. This activity included a large bowl of M&Ms, which immediately elevates the interest level!  Anyway...I would continually ask a question, and then give the students an opportunity to manipulate their M&Ms and "Think, Pair, Share."  It was great to hear the activity, the inquiry, and thoughtful thinking that was taking place.
While working as a large community, the students demonstrated the qualities of DESCA very well.  The short shots of small group work with mixed abilities, was a good way to re-evaluate the way our community should interact and work throughout the day.  I was able to re-model expected behaviors to the whole group, yet still work with small groups of students a few times this week.  I was able to incorporate this while other students played interactive games, either Landmark Shark using playing cards, or with a partner on the iPad.

Although the "math groups" that I would like to see did not happen again this week, I think it was a good week.  We were able to reconnect as a community, and work together to collect data.
We'll be wrapping up the data unit at the beginning of the upcoming week.  Our next unit is another unit on factions, so we'll be able to spend more time in small groups.  Plus, now the students have a stronger base knowledge of fractions, so I feel that independent math workshop time will be more productive.

As I look at closing my research and begin preparation for the conference, I feel that I can close at any time, for the work I am doing will always continue.  I can look at the data, and know that what I have been doing has changed me and my way of teaching math, only for the better.

There is still more data to be collected...I will be having my students take the NWEA math test on Tuesday of the coming week, so I can compare those numbers to the beginning of the year.  I am anxious to see the progress that has been made!

Whole Group...Minus Six

Fractions101 was an interesting unit to say the least.  Teaching this unit (or any unit for that matter) the three weeks before winter break can be a challenge.  The students are excited and counting down the days, and needless to say, it can be difficult for fifth graders to be productive and on task.

As mentioned in my previous post, the students had very little prior knowledge when it came to fractions.  After making a few attempts at running math groups/math workshop, it was deemed too hectic, and things needed to change.  So a group of six students was allowed to move at a quicker pace and receive some enrichment along the way.  This reduced the number of students in the whole group, and allowed for more focused instruction.  The lesson was extended for the whole group to roughly 40 minutes.  Small groups were pulled on a daily basis for roughly 15 minutes at the end of the lesson based on sensed needs during class.  

The results are interesting...fewer students mastered 90% or more of the material.  This does not surprise me, for the lack of small group attention makes a great difference on fixing those small mistakes I am not able to notice when working with a large group.  The unit assessment was full of simple mistakes that I know I would have been able to work on and correct in a small group setting.  Another observation of the data is that more students fall into category of knowing 70% or less.  Although I obviously do not expect ALL students to master 100% of the material, I would at least like to see at least 80% knowing  at least 80% of the material.  

I found that the accelerated group was a HUGE success.  The students demonstrated all aspects of DESCA wonderfully. They were helpful to one another, and the inquiry and teaching taking place was outstanding.  The took great ownership in knowing that they had the power to teach themselves what I could teach them.  They used the iPads for time to time, as well as an extra teacher manual to assist in their learning when material got challenging.  I will keep this group going, for the fewer bodies in the room was helpful to me and managing the other groups, and yet the students in the group benefitted greatly, too.   

Series 1 is Preview the Year taught whole group

Series 2 is Addition/Subtraction/Multiplication taught in small groups

Series 3 is Division taught in small groups

Series 4 is Fractions101 taught whole group...with six students pulled out for accelerated learning.