Rounding Up

著者： MLC - Mike Wallus
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  • Welcome to Rounding Up, the professional learning podcast brought to you by The Math Learning Center. Two things have always been true in education: Ongoing professional learning is essential, and teachers are extremely busy people. Rounding Up is a podcast designed to provide meaningful, bite-sized professional learning for busy educators and instructional leaders. I'm Mike Wallus, vice president for educator support at The Math Learning Center and host of the show. In each episode, we'll explore topics important to teachers, instructional leaders, and anyone interested in elementary mathematics education. Topics such as posing purposeful questions, effectively recording student thinking, cultivating students' math identity, and designing asset-based instruction from multilingual learners. Don't miss out! Subscribe now wherever you get your podcasts. Each episode will also be published on the Bridges Educator Site. We hope you'll give Rounding Up a try, and that the ideas we discuss have a positive impact on your teaching and your students' learning.
    2022 The Math Learning Center | www.mathlearningcenter.org
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あらすじ・解説

Welcome to Rounding Up, the professional learning podcast brought to you by The Math Learning Center. Two things have always been true in education: Ongoing professional learning is essential, and teachers are extremely busy people. Rounding Up is a podcast designed to provide meaningful, bite-sized professional learning for busy educators and instructional leaders. I'm Mike Wallus, vice president for educator support at The Math Learning Center and host of the show. In each episode, we'll explore topics important to teachers, instructional leaders, and anyone interested in elementary mathematics education. Topics such as posing purposeful questions, effectively recording student thinking, cultivating students' math identity, and designing asset-based instruction from multilingual learners. Don't miss out! Subscribe now wherever you get your podcasts. Each episode will also be published on the Bridges Educator Site. We hope you'll give Rounding Up a try, and that the ideas we discuss have a positive impact on your teaching and your students' learning.
2022 The Math Learning Center | www.mathlearningcenter.org
数学 科学
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  • Season 3 | Episode 5 - Building Asset-Focused Professional Learning Communities - Guests: Summer Pettigrew and Megan Williams

    Season 3 | Episode 5 - Building Asset-Focused Professional Learning Communities - Guests: Summer Pettigrew and Megan Williams
    2024/11/07
    Rounding Up Season 3 | Episode 05 - Building Asset-Focused Professional Learning Communities Guests: Summer Pettigrew and Megan Williams Mike Wallus: Professional learning communities have been around for a long time and in many different iterations. But what does it look like to schedule and structure professional learning communities that actually help educators understand and respond to their students’ thinking in meaningful ways? Today we're talking with Summer Pettigrew and Megan Williams from the Charleston Public Schools about building asset-focused professional learning communities. Hello, Summer and Megan. Welcome to the podcast. I am excited to be talking with you all today about PLCs. Megan Williams: Hi! Summer Pettigrew: Thanks for having us. We're excited to be here. Mike: I'd like to start this conversation in a very practical place, scheduling. So, Megan, I wonder if you could talk just a bit about when and how you schedule PLCs at your building. Megan: Sure. I think it's a great place to start, too, because I think without the structure of PLCs in place, you can't really have fabulous PLC meetings. And so, we used to do our PLC meetings once a week during teacher planning periods, and the teachers were having to give up their planning period during the day to come to the PLC meeting. And so, we created a master schedule that gives an hour for PLC each morning. So, we meet with one grade level a day, and then the teachers still have their regular planning period throughout the day. So, we were able to do that by building a time for clubs in the schedule. So, first thing in the morning, depending on your day, so if it's Monday and that's third grade, then the related arts teachers—and that for us is art, music, P.E., guidance, our special areas—they go to the third-grade teachers’ classrooms. The teachers are released to go to PLC, and then the students choose a club. And so, those range from basketball to gardening to fashion to STEMs. We've had Spanish club before. So, they participate with the related arts teacher in their chosen club, and then the teachers go to their PLC meeting. And then once that hour is up, then the teachers come back to class. The related arts teachers are released to go get ready for their day. So, everybody still has their planning period, per se, throughout the day. Mike: I think that feels really important, and I just want to linger a little bit longer on it. One of the things that stands out is that you're preserving the planning time on a regular basis. They have that, and they have PLC time in addition to it. Summer: Uh-hm. Megan: Correct. And that I think is key because planning time in the middle of the day is critical for making copies, calling parents, calling your doctor to schedule an appointment, using the restroom … those kind of things that people have to do throughout the day. And so, when you have PLC during their planning time, one or the other is not occurring. Either a teacher is not taking care of those things that need to be taken care of on the planning period. Or they're not engaged in the PLC because they're worried about something else that they've got to do. So, building that time in, it's just like a game-changer. Mike: Summer, as a person who’s playing the role of an instructional coach, what impact do you think this way of scheduling has had on educators who are participating in the PLCs that you're facilitating? Summer: Well, it's huge. I have experienced going to A PLC on our planning and just not being a hundred percent engaged. And so, I think having the opportunity to provide the time and the space for that during the school day allows the teachers to be more present. And I think that the rate at which we're growing as a staff is expedited because we're able to drill into what we need to drill into without worrying about all the other things that need to happen. So, I think that the scheduling piece has been one of the biggest reasons we've been so successful with our PLCs. Mike: Yeah, I can totally relate to that experience of feeling like I want to be here, present in this moment, and I have 15 things that I need to do to get ready for the next chunk of my day. So, taking away that “if, then,” and instead having an “and” when it comes to PLCs, really just feels like a game-changer. Megan: And we were worried at first about the instructional time that was going to be lost from the classroom doing the PLC like this. We really were, because we needed to make sure instructional time was maximized and we weren't losing any time. And so, this really was about an hour a week where the teachers aren't directly instructing the kids. But it has not been anything negative at all. Our scores have gone up, our teachers have grown. They love the kids, love going to their clubs. I mean, even the attendance on the grade-level club day is so much better because they love coming in. And they start the day really getting ...
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    18 分
  • Season 3 | Episode 04 - Making Sense of Unitizing: The Theme That Runs Through Elementary Mathematics - Guest: Beth Hulbert

    Season 3 | Episode 04 - Making Sense of Unitizing: The Theme That Runs Through Elementary Mathematics - Guest: Beth Hulbert
    2024/10/24
    Rounding Up Season 3 | Episode 4 – Making Sense of Unitizing: The Theme That Runs Through Elementary Mathematics Guest: Beth Hulbert Mike Wallus: During their elementary years, students grapple with many topics that involve relationships between different units. This concept, called “unitizing,” serves as a foundation for much of the mathematics that students encounter during their elementary years. Today, we're talking with Beth Hulbert from the Ongoing Assessment Project (OGAP) about the ways educators can encourage unitizing in their classrooms. Welcome to the podcast, Beth. We are really excited to talk with you today. Beth Hulbert: Thanks. I'm really excited to be here. Mike: I'm wondering if we can start with a fairly basic question: Can you explain OGAP and the mission of the organization? Beth: Sure. So, OGAP stands for the Ongoing Assessment Project, and it started with a grant from the National Science Foundation to develop tools and resources for teachers to use in their classroom during math that were formative in nature. And we began with fractions. And the primary goal was to read, distill, and make the research accessible to classroom teachers, and at the same time develop tools and strategies that we could share with teachers that they could use to enhance whatever math program materials they were using. Essentially, we started by developing materials, but it turned into professional development because we realized teachers didn't have a lot of opportunity to think deeply about the content at the level they teach. The more we dug into that content, the more it became clear to us that content was complicated. It was complicated to understand, it was complicated to teach, and it was complicated to learn. So, we started with fractions, and we expanded to do work in multiplicative reasoning and then additive reasoning and proportional reasoning. And those cover the vast majority of the critical content in K–8. And our professional development is really focused on helping teachers understand how to use formative assessment effectively in their classroom. But also, our other goals are to give teachers a deep understanding of the content and an understanding of the math ed research, and then some support and strategies for using whatever program materials they want to use. And we say all the time that we're a program blind—we don't have any skin in the game about what program people are using. We are more interested in making people really effective users of their math program. Mike: I want to ask a quick follow-up to that. When you think about the lived experience that educators have when they go through OGAP’s training, what are the features that you think have an impact on teachers when they go back into their classrooms? Beth: Well, we have learning progressions in each of those four content strands. And learning progressions are maps of how students acquire the concepts related to, say, multiplicative reasoning or additive reasoning. And we use those to sort, analyze, and decide how we're going to respond to evidence in student work. They're really maps for equity and access, and they help teachers understand that there are multiple right ways to do some mathematics, but they're not all equal in efficiency and sophistication. Another piece they take away of significant value is we have an item bank full of hundreds of short tasks that are meant to add value to, say, a lesson you taught in your math program. So, you teach a lesson, and you decide what is the primary goal of this lesson. And we all know no matter what the program is you're using that every lesson has multiple goals, and they're all in varying degrees of importance. So partly, picking an item in our item bank is about helping yourself think about what was the most critical piece of that lesson that I want to know about that's critical for my students to understand for success tomorrow. Mike: So, one big idea that runs through your work with teachers is this concept called “unitizing.” And it struck me that whether we're talking about addition, subtraction, multiplication, fractions, that this idea just keeps coming back and keeps coming up. I'm wondering if you could offer a brief definition of unitizing for folks who may not have heard that term before. Beth: Sure. It became really clear as we read the research and thought about where the struggles kids have, that unitizing is at the core of a lot of struggles that students have. So, unitizing is the ability to call something 1, say, but know it's worth maybe 1 or 100 or a 1,000, or even one-tenth. So, think about your numbers in a place value system. In our base 10 system, 1 of 1 is in the tenths place. It's not worth 1 anymore, it's worth 1 of 10. And so that idea that the 1 isn't the value of its face value, but it's the value of its place in that system. So, base 10 is one of the first big ways that kids have to understand unitizing. Another ...
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    30 分
  • Season 3 | Episode 03 - Choice as a Foundation for Student Engagement - Guest: Drs. Zandra De Arajuo and Amber Candela

    Season 3 | Episode 03 - Choice as a Foundation for Student Engagement - Guest: Drs. Zandra De Arajuo and Amber Candela
    2024/10/10
    Rounding Up Season 3 | Episode 3 – Choice as a Foundation for Student Engagement Guest: Drs. Zandra de Araujo and Amber Candela Mike Wallus: As an educator, I know that offering my students choice has a big impact on their engagement, their identity, and their sense of autonomy. That said, I've not always been sure how to design choice into the activities in my classroom, especially when I'm using curriculum. Today we're talking with Drs. Zandra de Araujo and Amber Candela about some of the ways educators can design choice into their students' learning experiences. Welcome back to the podcast, Zandra and Amber. It is really exciting to have you all with us today. Zandra de Araujo: Glad to be back. Amber Candela: Very excited to be here. Mike: So, I've heard you both talk at length about the importance of choice in students' learning experiences, and I wonder if we can start there. Before we talk about the ways you think teachers can design choice in a learning experience, can we just talk about the “why”? How would you describe the impact that choice has on students' learning experiences? Zandra: So, if you think about your own life, how fun would it be to never have a choice in what you get to do during a day? So, you don't get to choose what chores to do, where to go, what order to do things, who to work with, who to talk to. Schools are a very low-choice environment, and those tend to be punitive when you have a low-choice environment. And so, we don't want schools to be that way. We want them to be very free and open and empowering places. Amber: And a lot of times, especially in mathematics, students don't always enjoy being in that space. So, you can get more enjoyment, engagement, and if you have choice with how to engage with the content, you'll have more opportunity to be more curious and joyful and have hopefully better experiences in math. Zandra: And if you think about being able to choose things in your day makes you better able to make choices. And so, I think we want students to be smart consumers and users and creators of mathematics. And if you're never given choice or opportunity to kind of own it, I think that you're at a deficit. Amber: Also, if we want problem-solving people engaged in mathematics, it needs to be something that you view as something you were able to do. And so often we teach math like it's this pre-packaged thing, and it's just your role to memorize this thing that I give you. You don't feel like it's yours to play with. Choice offers more of those opportunities for kids. Zandra: Yeah, it feels like you're a consumer of something that's already made rather than somebody who's empowered to create and use and drive the mathematics that you're using, which would make it a lot more fun. Mike: Yeah. You all are hitting on something that really clicked for me as I was listening to you talk. This idea that school, as it's designed oftentimes, is low choice. But math, in particular, where historically it has really been, “Let me show you what to do. Let me have you practice the way I showed you how to do it,” rinse and repeat. It's particularly important in math, it feels like, to break out and build a sense of choice for kids. Zandra: Absolutely. Mike: Well, one of the things that I appreciate about the work that both of you do is the way that you advocate for practices that are both really, really impactful and also eminently practical. And I'm wondering if we can dive right in and have you all share some of the ways that you think about designing choice into learning experiences. Amber: I feel like I want “eminently practical” on a sticker for my laptop. Because I find that is a very satisfying and positive way to describe the work that I do because I do want it to be practical and doable within the constraints of schooling as it currently is, not as we wish it to be. Which, we do want it to be better and more empowering for students and teachers. But also, there are a lot of constraints that we have to work within. So, I appreciate that. Zandra: I think that choice is meant to be a way of empowering students, but the goal for the instruction should come first. So, I'm going to talk about what I would want from my students in my classroom and then how we can build choice in. Because choice is kind of like the secondary component. So, first you have your learning goals, your aims as a teacher. And then, “How do we empower students with choice in service of that goal?” So, I'll start with number sense because that's a hot topic. I'm sure you all hear a lot about it at the MLC. Mike: We absolutely do. Zandra: So, one of the things I think about when teachers say, “Hey, can you help me think about number sense?” It's like, “Yes, I absolutely can.” So, our goal is number sense. So, let's think about what that means for students and how do we build some choice and autonomy into that. So, one of my favorite things is something like, “...
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    23 分

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