I'm not sure where the latter part of 2020 went but as we start off a new year its a good time to look back at 2020 and think - what went well, what needs more work and how can I get there? I look back at 2020 and of course it would be difficult not to mention COVID19 and the rise of remote or hybrid learning. We also were introduced to students on transition programs - all while under a pandemic. I keep thinking about Dr. Jody Carrrington and her words" We are wired to do hard things" and " We are all just walking each other home." My colleagues in schools continue to amaze me. They step into the hard work everyday and continue to show up for the kids in their class. I am so proud to walk alongside them! I still hear the " I am so far behind , or my kids are so far behind because they missed so much of the previous grade and I have to catch them up . My response is - we cant catch them up. We can continue to provide them with skills and strategies to make them successful in math but we cant layer on the learning so thick that our students begin to dread the word "MATH" and all the feelings associated with being anxious inhibit the learning of mathematics. So - the goal is that we want to: 1. Build conceptual understanding 2. Build procedural fluency. 3.Provide students with the skills and strategies that allow students to solve problems. 4. Create a positive attitude when it comes to learning mathematics because we all know that if students "hate math" the rate at which they learn math will be compromised. So we need to ask ourselves: Where am I in my math teaching? If I know that my math teaching needs to change what are the factors inhibiting this change? What is one way that I can transform my teaching practise when it comes to mathematics.? I cant stress enough that using Number Talks and High Yield routines is a non negotiable in my books. If I believe that I want my students to be thinkers and be able to communicate this thinking what better way than through number talks. If you think that the only way students can communicate their thinking is through a worksheet or that a worksheet is the only way you can properly assess the understanding of your students - we are not on the same page. There are literally hundreds of Number talks and routines available. these 5-10 minute routines. These 5-10 minute routines create engagement, communication, provide an opportunity for students to develop mental math and they allow students the opportunity to talk about MATH - how rich is that?! Some of my favourite sites: Which one Doesnt belong? Number Talk Images, Number talks through Math for Love, Number of the Day, Fraction Talks. I do hope you will try one of these routines. 5-10 minutes. If you dont want to start with one - maybe end with one ( although often if we say we are going to end with one it gets shuffled to the side and before we know it we are saying" I just dont have time ." Number routines are NOT an add on - they are PART of your daily math instruction.
So now its time to ask yourself - what is your goal for your students in mathematics? Are you able to include 5-10 minutes to include number routines a part of your daily math teaching? If the answer is NO, I challenge you to rethink your math time and I would direct you to the Building Student Success page where you can find the BC Math Curriculum. Notice that there is reference to NUMBER TALKS from k onward as a way to build procedural fluency. Yes - its in our curriculum - a small investment in terms of time for huge rewards. The question is not can you make a change ( because you can ) , but rather are you willing to make this change ?
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March 2021
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