How does supporting teachers to implement number talks inform my coaching practice?
I was recently reminded of why doing the math we will teach is so important. Kelly, a first grade teacher and I are members of the same study group. Study groups are a PD opportunity where teachers, instructional leaders, and staff collaborate in small groups to learn about common topic of interest. This year my group is focusing on the Context for Learning program. We agreed to rotate the facilitator role for each study group session and Kelly volunteered to go first. It was a string talk that she facilitated during our last meeting that provided me with this opportunity to reconnect with the experience of doing math. String talks are very similar to number talks and the reason why this anecdote is relevant to my research.
Kelly’s string talk was about looking at number on a Rekenrek. She did a quick image routine where she would quickly show us her number and arrangement of beads and we had to recreate the amount and then share how we saw it. I think, at first, everyone felt really silly doing this math together. As adults, it wasn’t challenging math. However, as we shared our individual thinking a very important idea about doing math came to light: There are lots of different ways or approaches to solving a problem. Even though the math was basic we were able to have a rich discussion about both content and pedagogy.
I know logically that bringing a group of educators together to do some math can be a powerful experience but somehow I had become disconnected from the practice. With the very fast pace of our days doing math somehow got put on the back burner. It has become an afterthought rather than the heart of my coaching work. At times, teachers and I will do math together but it happens off the cuff and usually because we have some extra time at the end of our planning session. I have had many conversations about how doing the math first provides insight and informs our planning but talking about it very different than actually doing it. I need to do better job of providing the time and space for teachers to engage with the mathematics they will teach. I need to support them in internalizing this as an integral part of their planning work by allowing them to experience and reflect upon its process and impact.
I don’t think we can ever overstate the power of doing math together. And if we’re convinced of its power, then we have to make it a priority. It’s great that you’ve reconnected to this very powerful approach to our learning. It’ll become an integral part of teachers’ planning if it becomes an integral part of yours…Often there are so many things we need to accomplish. Your idea of putting the math first is a good one…
ReplyDeleteI think that there are so many different ways to "do math together" as teachers. We can do 'adult' math, we can do "kid" math, or we can do the math that we're asking our students to do.
ReplyDeletePersonally, I think that solving the problems that you're asking your kids to do is absolutely essential, and I wonder how that is a part of your coaching cycle. Like, when you're planning the number talks, are you and the teacher solving the problems on your own or together first? To me, doing the problem before you give it to your kids is like reading the read aloud first. You don't go into a read aloud cold, right? So how could you do that with a math lesson?
You're right, asking teachers to be the kids when doing a string can be a little awkward or feel silly or forced. I think that you are also right in pointing out that a big benefit from the experience is hearing the many different ideas and strategies of others. Also, for the person acting as the teacher, it gives them great practice in how to represent what someone is saying, which can be a very challenging aspect of stringwork.
In what ways are you going to integrate realization this into your coaching?