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.
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!
