Hour-long lessons? Asking students to work quietly at their desks? Not in early childhood!
Effective preschool teachers have perfected the art of infusing learning throughout their day so students can learn in continuous, small chunks while engaging in hands-on activities. Our latest video series, created in partnership with Development and Research in Early Math Education (DREME), features six engaging lessons that build on young children’s mathematical thinking. These videos do an amazing job at getting us to rethink what is possible in early childhood math.
While we were filming these lessons, we got a chance to capture six strategies that can be used to teach math throughout the day. These strategies get kids moving, connecting, and building understanding. As you watch, think about which strategies you would like to adapt for use in your classroom.
Children, even the very young, engage with the world in mathematically-rich ways. As researchers and professional development facilitators in mathematics education and early childhood education, we have the privilege and joy of spending time in early childhood settings and engaging with those who teach our youngest students.
Through our collaborations with early childhood educators, we get to learn how teachers leverage both formal and informal classroom spaces to spark mathematical engagement, listen to children’s mathematical thinking, and enrich their budding mathematical ideas. Our partnership with Teaching Channel helped us to capture some of the complex work of learning and teaching in early childhood classrooms.
When you think about STEM, you might think about high school students doing an egg drop design challenge or middle schoolers building model roller coasters. But even our youngest students are ready to engage in STEM.
In our latest video series, created in partnership with Fairfax Futures, we explore what STEM looks like in early childhood. Young children naturally engage in the scientific method. They observe the world around them, make predictions, try out ideas, and revise their thinking. To help students develop these key concepts, the teachers in these videos present students with developmentally-appropriate math and science activities. They root their lessons in connections to literature and their students’ home lives, asking open-ended questions to help students develop understanding.
Are you using number talks in your classroom? If not, it might be time to start! Number talks are a great way to build students’ number sense through a short daily math routine. In her book Number Talks, Sherry Parrish describes them as:
- A five to fifteen-minute classroom conversation around purposefully crafted computation problems that are solved mentally.
- The best part of a teacher’s day.
Ready to get started? Follow these tips.
Join panelists Tch Laureate Kristin Gray and Jody Guarino with host Paul Teske for a mobile-friendly Shindig webinar on Tuesday, September 26, 2017, at 3:00 p.m. PDT. Meet with us as we learn about the purpose and structure of math routines as they relate to fluency.
- Watch video examples
- Participate in a number routine as a “student”
- Engage with colleagues in an interactive learning experience
Click here to register.
For More On Number Talks
Whether this is your first, tenth, or maybe even your last year of teaching, you’re probably still settling into your classroom and getting to know your learners. Each year, a new set of students brings new challenges and opportunities. Most likely, your class has at least one English Language Learner (ELL). In fact, one out of every ten students in public schools is an English Language Learner. And, in reality, all of your students are learners of language!
Teaching Channel is here to support you by adding more new video series about teaching and learning with ELLs to our library and our ELL Deep Dive. In this first series, we take you to Banting Elementary in Waukesha, Wisconsin, where Jessica Hegg and Kris Carey co-teach in a fifth grade, dual language classroom. They open up the walls between their two rooms and share the teaching of 45 students in a class where 75% are ELLs. Watching Jessica and Kris in action, we not only see effective strategies for bridging content and language, but also a model for how two teachers collaborate and share their strengths to create an amazing learning environment.
Spanish, Somali, Hmong, and Telugu are a few of the 48 languages spoken in the School District of Waukesha (SDW). At SDW, we’re proud to say that our student population brings many assets and global experiences to a suburb west of Milwaukee, Wisconsin. However, our largest population of students is Spanish speaking.
This has proven to be an opportunity for bilingual education in SDW. The research from Wayne P. Thomas and Virginia P. Collier, 1997, 2010, shows that students who participate in high quality, dual language programming for five to seven years, where at least 50% of learning is in the partner language (in this case Spanish), outperform their peers academically.
Have You Tried Number Talks?
What strategies are you planning for building number sense and problem-solving skills this year?
Check out our Number Talks collection to see a daily, short, structured way for students to talk about math with their peers.
Total Eclipse of the… Start?
Bonnie Tyler’s infamous tune has been resonating for months and the national solar eclipse on August 21st has been overshadowing conversations about the first week of school for many this year.
Even though The Great American Solar Eclipse is helping science educators start the school year off with the NGSS phenomena of a lifetime, there’s no need to throw shade at your science coworkers. The solar eclipse has the potential to be a bright spot all across the curriculum, and one that students won’t soon forget.
This is a bittersweet post, as it marks the final set of videos from my Math Routines video series from this past school year. I learned so much over the course of the year while filming and working with teachers and students across grades K-4 on these Number Routines:
As I watched each filmed class routine, I reflected a lot on the types of questions I asked students, the way I structured the problem(s), the math the students knew, and the many interesting student ideas I didn’t anticipate in my planning. This process was an incredible experience in professional growth.