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What Do I Do With a Small Group?
Whether you are a classroom teacher, an interventionist, special educator, English as a second language teacher or other educator you might be wondering what do I do for small group math instruction? We know all kids do not learn math at the same time and in the same ways and we know all kids need access to high quality grade level instruction. That is why our All Learners Lesson Structure includes opportunities for both inclusion and differentiation. What happens when we get to that differentiation part? All students may be engaged with purposeful offerings through Math Menu and one or more e …
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Why Concrete Tools Matter in ALL Math Classrooms
Concrete tools (manipulatives) support access, equity, universal design and differentiation in every math classroom. Manipulatives support mathematical connections and deep understanding. So why are they missing in so many math classrooms, especially in the older grades? The use of math manipulatives provides hands-on access to all students where quantity is observable and abstract concepts contextualized, creating a more inclusive math classroom.
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How do we encourage playful, productive struggle in Math Menu?
Our goal in Math Menu is for students to feel both relaxed and curious. Let’s use a recess analogy to help visualize our menu practice. At recess, students are independent and engaged in an activity of their choosing. They are motivated, playful and happy. Some students are working hard at various games and challenges all across the playground space. Others are focused on independent play and exploration. Some students are working to master a particular skill or apparatus. Most students are relaxed during recess. Their curiosity, interest, and preferences drive their choices.
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All Learners Network's Evidence-Based Practices Alignment
Evidence-based practices (EBPs) are specific strategies, activities, or programs that have been found to be effective for improving student outcomes and backed by rigorous, high-standard research, replicated with positive outcomes (What Works Clearinghouse, 2020).
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Discourse in the Mathematics Classroom
What is discourse and why does it matter? Discourse is the communication of ideas where there is interaction between students' own thoughts and ideas and the consideration and examination of the ideas of others’ to make meaning and grow collective knowledge. With a significant shift in the role of the math educator from the holder and giver of knowledge to one who facilitates and presents meaningful and engaging tasks, math educators must develop skills and strategies that promote student discourse to position them as meaning makers. The educator role in discourse can be considered in three pa …
What is Specialized Math Instruction?
Specialized Math Instruction (SMI) focuses on improving instructional techniques–or pedagogy– of all educators for teaching mathematics for all students.
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Purposeful Change: The ALN Rapid Cycle of Inquiry
A group of math coaches and I gathered for a local PLC meeting. We had been looking at student work and discussing some of the problems of practice facing the teachers in our buildings. In any gathering of educators, it’s pretty easy to articulate difficulties. Parents don’t support good math instruction. The administration doesn’t understand our goals and methods. Teachers won’t try new approaches. And the children face ever steeper learning curves. Anyone who’s ever engaged with educators knows that there are many challenges that all of us face daily. But I wanted us to focus our efforts on …
Establishing Classroom Culture
Establishing a classroom culture within the first six weeks of school is crucial for the success of a learning community. To facilitate an inclusive community culture, educators should establish routines and expectations with students, use language with intention to reflect the ideal of the environment, and foster student voice, choice and ownership through authentic learning experiences.
Inclusion and MTSS
I spend a lot of time in schools in many different grade levels and while there are more differences than similarities in the goings on of a 1st grade classroom and a 10th grade one, a major similarity is the question of inclusion. How does one classroom teacher meet the needs of all their students when the needs can be quite disparate?
Establishing a Feedback Culture
Use Student Work as Feedback We are in the business of being responsive. As educators we strive to establish a thriving feedback culture in our classrooms enriched by constantly looking at formative assessment data and responding. When armed with evidence of student thinking, we can approach teaching like a constant rapid cycle of inquiry. What worked? What didn’t? How can I respond next to push my students’ thinking? The more our systems support us in being responsive and in driving our instructional decisions with evidence from student thinking, the more learning and growth for all!
