Guided Math Conferences: A Summer Book Study

Hi BlogFriends!

I have three half-finished blog posts... but this one is "time sensitive," so it's arriving first!

This has been a summer of reading and learning for me. I made a commitment to read five professional books before I returned to school. I may not read all of each of them, but I am reading most of all of them, so I'm considering that a success.

Creative Clips HERE on TpT and Sunglasses by Dots of Fun HERE on TpT

Do you know Brenda at Primary Inspired? I just adore her! She's one of those "can-do"people that makes things happen. This is the second time I have been involved in a Book Study with her--and this is the second time that everything has unfolded perfectly and fallen into place. That gal is a marvel! This summer she has organized a study of the book Guided Math Conferences by Laney Sammons. We're up to chapter three and it's my turn to invite you to join in the discussion!

 

I enjoyed reading the first two chapters, but when I started reading chapter three, I felt as if Laney Sammons was speaking directly to me! She began the chapter by stating that too often teachers assess their students' mathematical skills in a question-response-evaluation way. "This pattern of interaction reinforces the notion of the teacher as the dispenser of knowledge and the arbiter of what is right..." leaving students to feel "little responsibility for learning or for monitoring their own understanding." OUCH. Guilty as charged. With the implementation of Common Core, we have a responsibility to push students to consider and analyze and question. And while my lessons may be moving away from traditional mathematics instruction and in the direction of more open-ended questions and opportunities for multiple answers... my assessments have barely budged.

Time to re-think. Here's how Sammons describes Guided Math conferences:

Isn't that wonderful? I was so thankful I was underlining with a pencil instead of using a highlighter because I would have ended up with multiple pages colored yellow! So many profound thoughts!

Three pages in, and Sammons had won my heart completely. While she gave numerous compelling reasons for Guided Math conferences--all of them valid--the push to value students as learners and the call to connect with them as an integral part of guiding their mathematical learning were such powerful messages.

Okay. Sold! I was ready to learn more about the structure of Guided Math conferences...

The structure of Guided Math conferences is based on that of writing conferences... with an emphasis on a predictable conversational pattern that encourages mathematical growth and, concurrently, facilitates deeper mathematical discussion.

Essentially, there are four sequential steps to a Guided Math conference:

I had been worried that the text would become filled with complicated jargon that made no sense to me, but as I looked at the list, I found myself thinking: Yes. That sounds logical to me. I'm going to keep reading!

The goal of the conference is find that area where the student can almost do something... and just needs a push (through the conference) to take that next step. It is the conversation that lets us know what support is necessary and how to provide that support to the student. Both teachers and students have a role in the conference. Teachers need to observe, converse, analyze, question and reflect. Students need to demonstrate their thinking as they approach a mathematical task and then engage in a discussion about the work they are doing as mathematicians. The predictable nature of the conference leads to a mathematical collaboration. "So, in effect, the expectation of conferring with a teacher actually shapes the mathematical thinking of students as they work." Sigh. I like Laney Sammons!

Sammons then provides a series of questions that can help a teacher support students in explaining their mathematical thinking with more precision--thus enabling a teacher to guide their mathematical processing even further.

There are many suggestions listed in the book... here is just a sample:

• What mathematical strategies are you using today?
• What predictions can you make based on your work?
• What questions could you ask yourself to help you understand the math better?
• Are there other ways of expressing/representing this?

Sammons cautions against asking questions for which teachers already have a predetermined answer in mind. This approach can stifle conversation and thinking--on both parts. The goal is to pose authentic and honest questions which will illuminate the student's thinking and allow the teacher to direct further discussion. This is, indeed a "research" (and discovery!) phase that will guide the rest of the interaction.

The research phase shapes the decision phase of the conference. While it is listed as the second step in the process, it actually comes into focus at the same time as the research phase. This is where instructional decisions are beginning to be made. "Weighing what they have learned about their students' strengths and needs and what they know about their mathematics curriculum, teachers decide how to proceed with the conference." I love how Sammons reminds us: You have to know your curriculum to know where to go next with your students!

In this section, Sammons discusses the importance of an "authentic compliment." The generic "good job" isn't helpful here. Instead, students need specific input about their thinking and reasoning.  Positive recognition is an important component of the conference--but only if it helps push the students' thinking along.

Again, the tone of this section makes my heart happy. "Students feel supported and proud of their work when teachers notice and affirm their mathematical growth." It would be easy for students to feel vulnerable under such scrutiny--compounded by the one-on-one format of the conference. Making a decision to search for and recognize things the student has done well helps encourage the student to continue to be an active participant in the conference process.

Teachers then need to decide on a teaching point and determine how best to teach the concept. Teaching has to be concise and well-thought out. And, for the record, telling isn't teaching. Decisions about instructional process need to be made "on the spot" before the teaching begins.

 

This is the "implantation" phase of the conference. Observations and conversations have narrowed the focus. Further consideration has led to a teaching point and a plan for instruction. At this point, "teachers teach a short lesson, scaffolding the learning of their students." Students practice the skill as teachers support, adjust and encourage. Teachers may give students specific feedback about their mathematical work. The teaching may occur through the use of guided practice, demonstration or explanation of examples. It is all based on the individual student and his/her needs. Additionally, students are prompted toward the next steps in the instructional sequence as the teacher thinks ahead to what the student will tackle later in the instructional sequence.

To me, this sounds like the easiest (or, at least, the most exciting!) part of the process. Once decisions have been made about what the student knows and how he is putting the work into practice, a decision is made about what and how to teach.  

AND THEN YOU TEACH. But this type of teaching is so purposeful, so distilled down to the critical details, there is nothing superfluous. Time is precious. In this one-on-one setting, there is not a moment to be wasted... especially when there are thirty others students who will, at some point, complete the same process.

This is an element of teaching that is often neglected, whether it be in a small group or in a whole group setting. Students need to actively reflect on what they have leaned. The teacher then shares an expectation that this learning will be put into practice in the future. Additionally, this reflection time may lead to ideas about further instruction. This part parallels guided reading instruction most clearly for me. Just as I have asked, "How will you use this new learning when you read the next passage?" I can envision myself asking, "How will you use this new learning on the next problem?" And the follow-up must be explicit to students or the process will not sustain itself. If the expectation is stated that the student will be called upon to utilize their new learning, there must be opportunities for students to do just that. 

For each of the four phases of the conference, Sammons discusses the challenges that a teacher might face as she/he tries to implement Guided Math conferences. By anticipating potential obstacles, the author is, in reality, scaffolding the teachers' learning of the process and, consequently, increasing the chance for success.

As much as this book is helpful, it is also hopeful! Sammons' writing allows a teacher to feel confident about a process that is meant to instill confidence in students and accelerate their mathematical thinking and learning. Her sequential, systematic, kid-honoring approach has certainly inspired me to give Guided Math conferences a try!

I'll leave you with one last quote for good measure (heeheehee... That's some math talk for you!)

Confident students receptive to the instruction they receive... WooHoo! Sounds glorious to me!

Great news! I know there's a mighty good chance that my meandering drivel did not provide you with the most comprehensible summary of the structure of Guided Math conferences. But that's okay, because, lucky for you, Whitney at The Crazy Schoolteacher blog has provided you with another (more streamlined) review of the same chapter. You can check it out here:

Even better, we are waiting for YOU to join us in this Bloggy Book Study. See that space below? There's where you can link up and share your impressions about Guided Math conferences as well. And I really hope you'll join is the discussion because I am looking forward to reading your perspective as well!

So come on... Link up! We've saved a seat for you!

PS Don't you love that chunky font (Claire) by Amy Alvis? Get HERE on TpT!

An InLinkz Link-up

Skipping Ahead... Guided Math, Chapter 8

We're skipping ahead through Guided Math by Laney Sammons and arriving at chapter eight!


If you are interested in joining the study, click on the graphic to the left to get an overview of the Book Study at Primary Inspired. Brenda does a great job of explaining the Book Study adventure!  She has organized this study so that we can all learn from one another.  You can also click on the guided math tab below her blog header. She's got everything organized there!





Chapter 8 is brought to you by Finding Joy in 6th Grade. Hey! That's MY Bloggy Button! That's because it's my turn to be the hostess!




             
I am sharing these duties with Guided Math Study Group. Why don't you hop over there and read Suzanne's perspective too


With the help of KPM Doodles' sweet borders, I am addressing each chapter in two parts:

1) What stood out to me in the book chapter and 2) How I might use this new learning to shape the way I teach math to sixth graders....

So, let's get started...




          The eighth chapter in the book is entitled:
          Assessment in Guided Math

It is common knowledge that assessment drives instruction. "The more teachers know about their students' learning during instruction, the more accurately instruction can be tailored to meet their unique needs" (Guided Math, Laney Sammons, 2010, p.227). Including students in the assessment process allows them to assess their own understanding and to set goals for further learning.

Sammons presses the reader to differentiate between assessment and evaluation.  By her definition, the ongoing formal and informal collection of evidence  that is used to inform teaching practice is considered assessment. "With assessment, a large amount of information is collected from a relatively small number of students.... this process is assessment for learning, rather than solely of learning" (Guided Math, Laney Sammons, 2010, p.228).

By contrast, evaluation is the determination of whether or not students have learned the information--and how well this has been accomplished. In this case, a small amount of information is gathered from a large number of students. "Evaluations are frequently used as forms of accountability, for reporting student progress to others, or used to identify trends" (Making Classroom Assessment Work, A. Davies, 2000  in Guided Math, Laney Sammons, 2010, p.228).

Assessment and evaluations both have a place in determining students' learning and planning for instruction. Sammons cites Fountas and Pinnell (1996) in listing the following rational for systemic assessment:

• continually informing teaching decisions
• systematically assessing students' strengths and knowledge
• finding out what students can do, both independently and with teacher support
• documenting progress for parents and students
• summarizing achievement and learning over a given period--six weeks, a year, or longer
• reporting to administrators, school board members, and various stakeholders in the community

 (Guided Math, Laney Sammons, 2010, p.228-229)

Sammons is careful to include the role of the student when designing assessment. "Students improve their performances and increase their learning when they know precisely what they have done well and exactly what they need to do to improve, and then are given opportunities to do so" (Guided Math, Laney Sammons, 2010, p.229) The importance of specific feedback cannot be underestimated in helping guide students to improve their understanding of the concepts being taught and to improve the quality of their analysis of their own learning.

Sammons again cites Davis (Making Classroom Assessment Work, A. Davies, 2000) in listing the three steps for teachers to follow in linking descriptions of learning to instruction:

• Describe what the students will need to learn in a language that students and parents will understand
• Share the description with students and explain how it relates to success in life outside of school
• Use the description to guide instruction, assessment and evaluation.

Towards this end, Sammons discusses the relative merits of checklists and rubrics. Checklists are more easily created than rubrics, but they do not provide as much information to guide the student toward improving performance. Rubrics are more difficult to create, but they provide students with descriptors of quality for each of the criteria that have been established for the assignment. In either case, involving the students in the generation of checklists and rubrics is a critical step. Further, modeling the use of these tools and giving the students opportunity to evaluate exemplars leads to more skill in critiquing their own learning.

The provision of specific descriptive feedback allows the teacher to share with the student the things that he has done well and the areas in which there is room for improvement. This feedback should come during the learning as well as afterwards. In this way, students have an opportunity to USE the feedback to adjust what they are doing.

Sammons cites Davis (Making Classroom Assessment Work, A. Davies, 2000) in describing descriptive feedback as that which:

• comes during and after the learning
• is easily understood
• is related directly to the learning
• is specific, so that performance can improve
• involves choice on the part of the learner as to the type of feedback and how to receive it
• is part of the ongoing conversation about learning
• is in comparison to models, exemplars, samples and descriptions
• is about the performance of the work--not the person

As students become more confident and more adept at evaluating their own learning, they become better able to set goals for their future learning. This type of ownership helps to increase student motivation which can further increase student performance.

Finally, Sammons addresses the importance of assessing student performance so as to maximize the benefit of grouping for instruction during Guided Math. Much like Guided Reading, students may join and leave a group based on assessment data. The recognition of theimportance of flexibility in grouping leads to the most effective use of teaching time spent in Guided Math groups.

Of all of the things I have read about Guided Math, the ideas presented in this chapter will likely be the hardest for me to implement. It's not that this type of assessment is a bad idea--in fact, it is a GREAT idea!

Reviewing the discussion  of descriptive feedback (Davis) leaves me unsettled. That list could easily generate a book all its own.  I will need to look at this list as an ideal, not something that can be accomplished by the end of September (by me or by the students!)

This type of assessment and the related thinking will involve a lot of planning. This is easy to see if you review the process in reverse: Students should have a role in assessing their own work. Which means that students should be involved in the development of rubrics. This requires that assignments must be developed that allow for a comprehensive-yet measurable--response. This, in turn, hinges on students' ability to evaluate a response of product critically (rather than simply checking off each component, which is what my students so often do).

As an additional consideration, much of this work requires students to be fairly proficient in using language to communicate responses and to evaluate their own responses and those of others. This may present an obstacle to many students who are learning English as a second language. An acknowledgement of this contingency and the determination to plan around it is simply another consideration in making Guided Math work and work well.

All in all, assessment is an area where I may need to give myself some grace. Like all of the topics presented in Guided Math, there is room for growth. We want students to move forward, assessing their own learning and then setting goals to take on additional challenges. The same will be true for me as I attempt to improve my assessment of students' work by using rubrics and checklists, all while keeping standards in mind.

"Assessment not only keep students accountable, it keeps teachers accountable" (Guided Math, Laney Sammons, 2010, p.244). I am ready to let this type of accountability better guide my teaching practice, and, in turn, guide my students' mathematical learning.


We're almost to the end of the book! The final chapter in Guided Math will be hosted at two different sites on July 20th: Second Grade Math Maniac and The Creative Apple. Be sure you link up with them when the time arrives.

                                                  

I've enjoyed this journey with you (even though I didn't always post the chapters that I finished), and I found my first online Book Study to be a valuable learning experience--and much better than many PD meetings I've attended--in part, because I was surrounded by so many BlogFriends who really wanted to explore the information and learn new things.

Now it's your turn! I have now learned how to add an Inlinkz button to link up your learning about chapter eight. If you haven't read the book--or if you have read it and don't have a blog post--I'd still love for you to share your thoughts. Just leave a comment in the Comments section.

Good luck in your own exploration of Guided Math. As always, thanks for stopping by...