Measurement Match It!

One of the the most powerful techniques to use in teaching is student prior knowledge through discourse and facilitation of learning. Below is a mini-lesson that can be facilitated by 4th grade teachers to introduce the following Student Expectation.

"Identify relative sizes of measurement units within the customary and metric systems." 4.8A

First lets look at the implication of the SE's verb.

Identify: this suggests that students simply need a point of reference to select from as it pertains to length, mass and volume.

Now, this SE is one that supports a readiness expectation wherein students must be able to solve problems in measurement that deal with conversion. In order to convert, however, students have to have a point of reference to help them know whether they are converting a larger unit into a smaller one and vice versa!

Materials: sentence strips, pictures of real life items, chart paper per group, markers per group

Facilitation Procedures:

1. With your students sitting in cooperative groups, distribute a sentence strip paper representing a source of measurement (length, mass, volume (in the customary or metric system) and a series of pictures that relate to each unit within that system. Give each group a different strip.

2. Have groups talk about which pictures match with which units. Encourage students to justify their answers with each other.

3. Once groups have matched each picture with its unit, have students record on their chart paper their reason for each match (with their marker).

4. Allow groups to get up, and rotate to another groups' table and analyze/critique their answers. Using a marker of a different color, encourage the group to either add their own justifications or change that groups answers and justify why.

5. Continue this rotation until all groups have visited each table and had a chance to discuss, analzye and prove (adjust) each of the systems of measurement.

The pictures for this activity can be found on the following website/blog site:

"Measurement Charts" are the freebies she provides!

This mini-lesson activity is great right before allowing students to break into their stations or centers and at your small group table it would be beneficial to help students underand this concept futher by facilitating deeper discussions and providing hands on exeriences like the following:

"Would the mass of a penny be best described as 4mg, 2.5mg or 0.5mg?" Then allowing students to measure (hands-on) that penny and justify why.

This type of exposure can be powerful in a station as well.

Composite Perimeter with Cuisenaire Rods

I was meeting with one of my teachers about a new 4th grade TEK and as we were hashing out some ideas on creative ways to approach this TEK, I begin to think about some of the manipulatives on my shelf. One of the most under-used manipulative is the Cuisenaire Rods! #ButWhy?

It's possibly one of the most mysterious and misunderstood manipulative. After all they're just a lot of colored blocks of different sizes, right? WRONG! Actually, each block carries with it an undisclosed but very real value! Within this mysterious truth, there are varied numeration activities you can use to develop your students understanding.

• Missing facts
• Strip Diagram (models) for addition and subtraction
• Exponential growth/patterns

...to name a few!

Today, I want to share my thoughts with you concerning the following 4th grade TEK (which is also echoed in 5th grade):

"Solve problems related to perimeter [and area] of rectangles where dimensions are whole numbers" 4.5D

"Represent and solve problems related to perimeter [and/or area and related to volume]."

5.4H

If you've taught 4th for any amount of years, you know perimeter has come a long way (in reference to how its tested). Back in the day, students were simply responsible for being able to calculate the distance around a regular shape (rectangle or square).

Now, irregular and composite shapes are part of the expectation as well.

So how do we assist students in utilizing the basic concept of "adding up all the sides" of a figure to find perimeter to apply it to a composite figure like the one above?

Well obviously there's the "sit & get" method. Teacher places a sample problem under the document camera (or projects it on the SmartBoard) and students watch the teacher demonstrate how to solve it!


But I'd like to submit that we not bore our students and more importantly that we present to them a more concrete approach to understanding and even figuring out a solution on their own. Will they struggle? Absolutely. But concrete understanding is more long term than memorizing.

So first, play with this model yourself until you're comfortable enough to present it to your students.

1. Pull those Cuisenaire rods from off your shelf (and dust them off) LOL!!

 

 

 2. Give each group or pair of students their own bag. Allow them to explore with the values by facilitating the following question:

"If a white square unit has a value of 1, can you determine the values of the other colored blocks?"

 

(Give them a few minutes to engage in math discourse with their partner(s) and develop their own methods for determining the values of the remaining blocks). *You may find that some students critically think by placing two colors together to determine the value of another. Others may line up various square units to find the value of a block...while some still may simply line them up by height*

 

Allow them an opportunity to share their groups' method.

 

3. After establishing the value of each, build your own composite figure. *Hint: Make sure you've determined ahead of time which blocks you will use in your example.

As you can see I have a total width of 10 (orange block) and a total length of 8 (brown block).

4. Here's where the critical thinking and thus the development of the concept will erupt!

Have students determine "which 2 (color) blocks might equal the length of the (10) orange block." *Hint: If need be, help them by suggesting they only look at the horizontal blocks first.

They should uncover that a blue block (6) is part of the length of the orange block (10) and a length of 4 (the purple block) is needed.

This concept will help them see part of their solution for solving a missing side is to add up the smaller sides that compose the longer side that runs the same direction. Facilitate this discussion with probing questions:

• "What relationship did we see with the long block and the 2 shorter blocks?"
• "What did all three blocks have in common?"

5. Have them try this same technique with the vertical sides of the composite figure.

If the brown block has a value of 8, which two blocks do we need to consider to find the compatible sides? (yellow and green)

You might ask:

• "What are the values of the yellow and green block combined?"
• "If the yellow block has a value of 5, what might be the value of the green block?"

6. Finally students can label the lengths of the blocks and calculate the perimeter of the composite figure.

Perimeter = 10 + 5 + 6 + 3 + 4 + 8 = 36 (units)



The following website has a great interactive lesson and activity to reiterate this strategy.
(click below)

Playing with Perimeter and Area

I'd admonish teachers to work with students to develop a colorful anchor chart that visually stimulates students and gives them a point to refer back to.

A few final things:

1. This would make for an excellent hands-on mini-lesson prior to getting into a guided math or station rotation.

2. This may also suffice as the instruction you complete with your small group at your horseshoe (small group) table during Guided Math or station time.

3. Be sure that after handling the concrete models, you expose students to opportunities to demonstrate (represent) and solve this concept on paper. *As modeled in the anchor chart, I would even encourage use of colors in their drawings for your visual learners!

Let me know how it worked for you and your students! I welcome feedback!

 

Websites:
www.sohcahtoa.org.uk
www.pixshark.com

Takes a special man to marry an Educator

Attention shoppers! We have a special in the Educators department!

A few co-workers and I were talking about the type of men it takes to date and/or marry a woman who is in Education.

Why? Because unlike most jobs, Education is a profession where its employees are more than the clock-in/clock-out, 9 to 5 kind of workers. Oh no...those in this profession are overly passionate about what they do and those whom they serve. They physically clock-out, but are mentally clock-in around the calendar. They look forward to the opportunity to work from home, purchase resources from their own funds and utilize their vacation time to 'store up for winter' (create things for their classrooms).


So what type of men are needed for this special breed of women? Well, in short the kind of men who:

1. Don't mind touching their woman's feet. That's right I said it. Educators are often on their feet ALL THE LIVE LONG DAY...and it would benefit him to have some greased up hands ready to massage the tension out of his wife's feet at least 3 times a week.

2. Don't mind being a receptacle for brain dumping. When an educator comes home, we have stories for days. Stories about co-workers, stories about kids, stories about work load...and well sometimes we just need someone who is willing to listen to the monotony of our stories be they juicy or mundane. Now, should we let you in on what a student or co-worker said/did that offended us, we can't have you going all POSTAL on them, just listen and act shocked, nod and keep listening. We just need a venting mechanism.

Finally, and probably most important...

3. Don't mind being #teamEducator. All this means is, you MUST understand that we may or may not work waaay beyond normal work hours. It doesn't mean we are cheating on your or can't stand being around you...it simply means we find the hours after our students have left as the MOST PRODUCTIVE TIME OF DAY!! Be patient, once the year gets going, we'll have it down to 1-2 late days a week. Just fix dinner and be ready to massage those feet!

This also means don't be too manly to get in the game. That's right, you can help cut out some lamination while you're watching the game. You may even be called on to grade some papers; grab that red pen, the answer key and get to markin'! You ain't too good for the task! And should she need someone to help move her in (or out of) her classroom, be ready to stand on a step ladder to hang border and build shelves. Go ahead and factor it into the budget that she will spend a portion of her own money on her students.

All I'm saying guys is...it takes a special man...an understanding man. One who can handle having not only a wife, a mother for your children, but a woman who secretly wears an S on her chest because she works with OTHER PEOPLE'S KIDS and she can't whoop them. For that alone, she deserves much more!

If you're married to an Educator or dating someone who is, I just gave you a huge discount!
If you're single and still looking...steer clear of this aisle, or use your coupon to cash in; you're gonna need it!

Students are teachers too!

Are you beginning to get that 'itch'? You know the signs:
You can't stop thinking about how to decorate your class;
You start gathering ideas from Pinterest;
(if you're like me) You begin having dreams related to your classroom.

Well as you prepare to go back here's a little encouragement. Now this advice is going to be pretty subjective but it stems from my personal study of the NEW Math TEKS. This summer, I’ve dedicated and budgeted a few hours each week to study grade by grade the New Math TEKS and familiarize myself with the expectations of students as we transition from what students were expected to know into what they’re going to be held accountable for this coming year.

In reflection, a gap is going to transpire and although that’s inevitable; it’s written in the fine print of our contracts that we are expected to close this gap. Hopefully, however, it’s also written on the Oaths of our hearts as educators to accomplish this feat.

So here’s how I am challenged to motivate my teachers…and hopefully how you are challenged to motivate yourself as you seek to empower your students:

1. Know what your students SHOULD know.

This includes unlearning what you “know” to a degree. We all bring to the table that good ole’ “I didn’t learn it this way” attitude when we approach teaching our students. And often times that hinders us from the opportunity to facilitate a diverse approach to learning for our students. What I love about Math is that there are various roads to one solution. Let your students explore and come to that realization. More conclusively, become a student of your TEKS (those you’re responsible to teach as well as what your student learned in the previous grade and what they will learn in the upcoming grade). But more specifically what they’re held accountable for in their current grade. Nothing more, nothing less.

2. Assess what they DO know.

 

Be creative in facilitating pre-assessments. This doesn’t have to be formative and long assessments. This can be quick “exit ticket” like questions or even fun warm-ups. This will help you not only get a feel for the diversity in your classroom (which will drive the differentiation in your classroom) but also help you know where to start teaching the curriculum. Make no assumptions. Though you and your team may teach the same subject, you all have different training, backgrounds and teaching styles. This is true of your students as well. They learn differently, and were taught different things. Assess to kill assumptions.

3. Facilitate closing the gap (between what you know they SHOULD know and what they DO know) by drawing on their knowledge and stretching it towards the goal.

Finally, contrary to popular belief you are NOT the KNOW IT ALL simply because you are the teacher. Trust that your students can unveil the truths in the curriculum, if you stretch them towards that end. This moves you from TEACHER to FACILITATOR. Letting your students struggle, correcting their misunderstandings and cooperative group exploration will practically cause them to understand what it is they should know. Your job is to provide environments and situations that promote this type of discovery; encourage them along the way (even in failure); and be patient with the process.

These are all things I’ve stumbled upon in my years in the classroom; yet they are also truths I’m learning to trust as my students have now become teachers! Happy School Year to you and yours!

Teach or Bust

The things (and people) we are most passionate about, by default, receive our most intimate time and attention. The difference between receiving a text message from someone you want to hear from and someone you don't care to really talk to is very evident in the length of your response.

This same thing can be very true of the quality (and quantity) of investment we make into our students as teachers. From the time spent planning lessons, and the attention we give during trainings, to the disposition we carry as we begin teaching and the attitude we have as we dispense information into our students. All of these factors are the fruit that bear witness to the deeply rooted passion (or lack thereof) that we have towards our craft.

*Excuse the language in this short clip...

It makes my skin crawl when I hear middle and high school students that I tutor mention that their teacher just sits behind their desk and doesn't teach them anything. Not to say I always believe what kids say, but when I work with students who grasp concepts easily, it makes their argument hard to disagree with.

Doing multiple problems out of a book, to me, doesn't constitute as learning (much less engagement).
I find it hard to understand how teachers (as adults) who have a difficult time paying attention in 30 minute staff meetings, think its okay to turn around and lecture to their students for 45 minutes (or more). When I think of how much of a kinesthetic & visual learner I am, I can't help but be reminded of what my students need in order to learn. How dare I lecture all day, then expect them to do countless worksheets?

Students need our attention and guidance when it comes to new material. Moreover, they are inclined to increase in self-efficacy when they believe their instructor is invested in them and their growth. Sitting at one's desk, giving students long independent assignments (to keep them out of our hair, or give ourselves a break from them) is not conducive to their success. Its not an environment that encourages them to be invested in their own success because no one is giving them a reason to do so!




          Teach...or collapse (metaphorically) from trying!

Be careful, lest you believe teaching is a job; a second or third base; a fall back career. Teaching is not for the faint hearted, the weak minded, the lazy nor the apathetic. Teaching requires 100% of our blood, sweat and tears...and when we 'clock-out' (which never really happens by the way), an additional percentage is required from us. But it's only a requirement to those who see this career path as a nuisance. To those whom it is much like an involuntary body movement; almost innate, its a joy and pleasure. It's constantly thinking about how to sharpen oneself; how to ignite a mental fire inside your students; how to arouse a love for a subject...and when just when you've utilized what you thought was your last drop of energy, a second wind unexpectedly revives your passion and whisks you back into the embrace of your craft with new ideas and invigorated methods!

Let's not cheat those who we will one day need. Yet, lets inspire them to be better than we are by setting the precedence; helping them see the value in education. But that means we must see the value in it ourselves. 

Confessions of a Coach

In my years in the classroom, I've noticed there's always that one student that pulls your heart strings. Ironically, its never the one who completes their work on time, pays attention and turns in a project indicating they've gone above and beyond your expectations. Rather, its the one who hides their brilliance behind the façade of laziness, apathetic behaviors and grades that cause you to believe you've failed as their teacher. And yet, for some reason, that student sparks your curiosity and you begin to invest in them. I'm not sure if I just love a challenge or what, but my goal was to always seek the potential in that student and find alternative methods to my teaching practices in efforts to reach them. I wasn't satisfied until I knew I had engaged that single student and increased their level of self-efficacy.

With the shift of a semester, so comes the shifting of duties of a coach. While the fall brought numerous classroom visits and observations, detailed and weekly meetings with teachers about lesson plans and various model lessons; spring, (also known as Testing season) brings about different conversations in planning meetings that focus more on pedagogy, testing practices, intense data analysis and more! As far as duties are concerned, more interactions with students in small group intervention and preparing tests are among the things that fill up my time.

This paradigm shift has shed more light on some areas that I need to grow in as a coach. Obviously I'm not claiming to be perfect nor will I ever 'have arrived', but my goal has been to not just be a good coach, (not even a great one) but one that inspires! I desire that teachers would feel inspired to be their absolute best every day in the classroom. That with each and every obstacle that faces them, they feel supported in their efforts to face and conquer that obstacle. I desire to replicate my motivation and creativity in them, not so that they look like me, but that they reach their fullest potential.

Now, as a coach, I face the same challenge that I faced with those apathetic students, yet now with teachers. And although teachers don't typically have an obvious lazy approach to their profession, nor outwardly portray themselves as having a lack self-esteem, you'd be surprised at how those qualities do lie somewhat dormant within them and I believe its a coach's job to identify it and part of offering them support, is helping them overcome their internal obstacles so they can be their best for the benefit of the students they reach.

Inspiring teachers isn't easy. I'm finding it to be quite the strategic task. I remember upon beginning my first year as a Math Specialist, I asked my then Supervisor and professional mentor this daunting question, "How do you get teachers to do what you know is best (in short, what you want them to do)?" As I eagerly awaited for a powerful answer to drip from her lips, the response she gave me was NOT what I wanted to hear, but was powerful none the less. She replied, "You don't!"

What!? Then what's was my goal? I was lost in the pursuit of my purpose in that position. But she didn't allow me to remain distant for long, she soon showed me the meaning behind her response. You give them an example to aspire to by modeling for them and showing them you care about their success. She went on to set this example herself and now as I face challenges to help teachers overcome obstacles such as not being comfortable with the curriculum, not knowing how to think outside of the box, and implementing differentiation strategies (to name a few), I realize that the challenge is not only similar but my approach must be as well.

I used tools such as intentional guidance, individualized praise and presenting specific instructional challenges in order to show those specific students how invested I was in their success. I'm convinced these same tools will serve in helping me to inspire teachers towards success!

From mediocre to superior

I witnessed this quote, today, on the resume of a colleague of mine. The part that resonated with me is the difference between a "mediocre teacher" and a "superior teacher".

As a coach, I'm expected to assist teachers in best practices, desegregation of data, and provision of resources. Of those tasks, & in my interaction with teachers I expend about

• 50% of my efforts telling teachers
• 20% explaining to them
• 10% demonstrating for them
• 20 % inspiring them

I'm not sure that I'm okay with those percentages. What pains me the most is the fact that 50% of my efforts are spent telling them which only makes me a mediocre coach. While I greatly value finding ways to inspire them, I'd prefer a larger percent of my time and energy being spent on demonstrating. My personal goal is not to be a great coach, but a superior coach...and not for any accolades, but simply for my own internal satiety.

But I see a dilemma with this methodology. Where, in a coach's schedule, does the act of demonstrating (or modeling) have room to play a colossal role? Between data meetings, planning meetings, students intervention groups and Admin meetings, where does a coach find time to model lessons with teachers?

Not that it can't be done, but modeling in its purest form is more than a one time 'dog & pony show' (as they used to call it). Its about as effective as calling a perspective teacher in to teach a model lesson, and basing their value to your program off of one 15-35 minutes model lesson. That's not wise. Modeling would need to be consistent. And by consistent, I mean with that same teacher, almost to a point of co-teaching. And by consistent I mean over a period of weeks.

So my resolve lies in how I utilize my planning meetings with teachers. Demonstrating best practices with them through trainings and planning is how I am more effective at reaching my goal. As of now, every time I present information to them, I do so through the lens of demonstration. Whenever I'm presenting a new concept to them, I teach them the concept as I present the lesson to them as if they were the pupil in their class; I decorate and set my office up with current anchor charts & samples of foldables that help them see what visual cues will assist ELL & tactile or visual learners. Each training I do, I ensure that I use interactive paired & group activities to disseminate the information so that they will see what their classroom environment should look & feel like.

My hope and goal is not just to inspire them through encouraging words, but that my own practices might spark passion and desire for them to emulate best practices when they facilitate learning within their classrooms. Just my thoughts...