2017-10-02 Improvement Science & Mathematics

The past two weeks have been an intense dive into the work we started over a year ago, and the feeling that we’re finally digging into something will set in.

We will find a process by which we can triple the scores on the state standardized testing in mathematics at the fifth-grade level. If we are successful, or not, we are learning a lot about our system, and we will be sharing that out at the termination of our process.

To determine if we are successful, we have utilized the power of Improvement Science. Although I have been learning the process of Improvement Science for 1.5 years, I feel comfortable discussing all of what I don’t know when it comes to this complex set of machinery.

I am working on putting all Improvement Science into a visual, comprehensible approach and it gave me the opportunity to work on my creative graphic designs. The series of several images and video are a result of that time and learning.

Students learning, students engaged in the growth mindset, and all this great stuff is just so exhilarating to be apart of this unfolding story. As the journey continues, I’m excited about the learning that will continue to grow from this process. One simple example is the productive analysis of learning when teachers from different sites come together to plan, watch, listen, and grow better together.

Here is my first repetition of making Improvement Science a visual learning experience.

Or you make click below at the PDF as well.

Improvement Science

2017-09-25 Visual Multiplication of Fractions with Reducing

Recently, I was on a Sunday run when I received a compelling question I couldn’t wait to dive into. The question asked how would I teach the multiplication of fractions with reducing.

The teacher provided some background information to frame the situation. The students had been instructed on how multiply fractions and reduce. When the lessons were over, the students all showed they were competent in both skills on their formative assessments; however, when this teacher gave them a summative assessment, the shock of students’ performances afforded me this opportunity.

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To get started, I didn’t quite know if I understood what the teacher had tried to explain. Luckily the teacher shared images of the student work to shed some light on the situation. Being curious about the student work, without making any inferences was my first order of business.

Next, I thought if this was my student, what would I try with them, given where they are at?

The student’s work made me think a visual model might illuminate the concept, inferring from the student work might be one of the missing concepts.

If I’m going to a visual model, how might I represent this such as the student will tell me their #NoticeWonder statements?

The #NoticeWonder strategy is my go to when trying any learning experience with students. My mentor once said, “Never tell a student something they can tell you….” and creating opportunities for your students to tell you something about their learning is very powerful. I also created a video explanation of the visual strategy and an animation of the visual strategy that the students #NoticeWonder about.

Using the progressions for mathematics and comparing to the California frameworks, I wanted a visual representation that is both flexible and powerful that goes across multiple grade levels. Although, the use of the area model is a strategy students should be familiar with by the time they are done with second grade, the full power of this model may not be fully understood until much later. Utilizing it for how to decompose and multiply fractions seems a natural fit to build upon.

I am always curious when creating a lesson how it will go over with actual students, not just the idealized math lovers we all have hidden inside us. Presenting this lesson with some enthusiasm and, as Dave Burgess says, some sort of hook. I have a steak here that can be prepared so well, but when it’s cooked it gets ruined, so I’m thinking about how to hit that sweet spot of a juicy medium rare in terms of proper delivery. 

What are your thoughts? Would you try it with your students and let me know what changes you made to make it better?

Thanks for helping us all get better together.

2017-05-12 – Day 2 – Guest Presenter Steve Wyborney!!

Our special guest today, Mr. Steve Wyborney, delivered a fun and interactive learning experience for my Integrated Math 3 course. The students got to experience a variety of wonderful questioning strategies, they were enabled to challenge their teacher and integrated deep mathematical thinking into the whole process.

Mr. Wyborney’s incredible sense of creating engaging and powerful learning experiences was on display today, challenging the students to think differently and to understand things in a variety of ways.

The learning was deep, the conversations were rich, and the time flew by, a perfect ending to a rather long week. On that note, I am also learning to use SnapChap to capture the learning, which is why I’m continuing this video sequence. I like that every 10 seconds you have to finish your thoughts, forcing you to be more concise and embeds the idea of practice perfect. I also like the idea of the silly filters, as it helps me get past the weirdness I feel when taping myself. Combining this with my desire to blog more, I’ve created a snowball of learning experiences for myself, and with Day 2 in the bag, I’m excited that I just might make it.