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.
Over the past few weeks, Teaching Channel has been offering up ideas for getting better at something this summer to prepare for the next school year. We’ve given you suggestions for learning about classroom organization, growth mindset, classroom management, and social emotional learning. This week, we’re offering you ideas for learning alongside other educators in the Tch Video Lounge.
If you’ve never visited the lounge before, summer is the perfect time to join us in our redesigned space! We now have 30 interactive videos for learning, organized by topic area. Each video is layered with prompts to focus your thinking and inspire you to share your ideas with other educators.
I’m always fascinated by math in the early grades. In kindergarten especially, it can be so challenging for teachers when students come into school with varying exposures to both language and mathematics, yet all of their ideas are incredibly intuitive, informal, complex, and foundational to the math they will encounter in later grades.
After reading a great deal of work by Doug Clements and this research study by Greg Duncan — indicating that early math skills are one of the best predictors of later success in both math and literacy — I really began to wonder… what is it about early math that makes it such a powerful predictor?
I felt the blood rushing to my face. I was standing in front of a group of teachers presenting on a topic I was very familiar with and all of the sudden, I couldn’t for the life of me remember what I was saying. The teachers were very gracious, but I was cringing. I didn’t know what to do. I didn’t have the strategies to make my next move. I sure could’ve used some coaching in that moment.
I often have the opportunity to work with teachers as a professional learning provider or coach around the implementation and assessment of the three-dimensional learning expected from the Next Generation Science Standards. In this work, I’m expected to be the “expert” and the collaborator, but sometimes I need coaching too.
Do you ever wonder how you get yourself into some things?
That’s exactly what I was thinking when I stepped in front of 21 kindergartners to teach a lesson I developed with the video camera rolling. I planned on challenging myself and embracing my year of growth mindset and learning from taking risks. I was both excited and terrified by the opportunity to bring my love of STEM to the small scientists.
Did I mention that I have NEVER taught kindergarten before?
Teaching English Language Learners (ELLs) is important, rewarding, and often challenging work. In fact, teaching in general is all three of those things as well! So, while it’s true that teaching practices that are great for ELLs are great for all students, many educators and districts with growing numbers of ELLs are focusing their professional learning and resource creation on supporting ELLs. In that spirit, Teaching Channel is bringing you new a set of interactive videos in Tch Video Lounge, developed in partnership with Oakland Unified School District, so that you and your colleagues can hone in on key shifts, practices, and strategies for teaching and learning with ELLs.
The footage for these new videos comes from a series we produced with Oakland last year, Content Conversations: Strategies for ELLs. In that series, we visited the classrooms of elementary and high school teachers taking on the challenge of integrating language instruction for their ELLs during content instruction. There was so much to learn from these educators and so much amazing footage that was left on the cutting room floor! Now, you get to see and discuss some of that unedited footage in these eight new interactive videos. Here are the topics we can explore together.
Did I just say that… and do I really sound like that?
I’ve always been told I look and sound exactly like my younger sister, just with darker hair. I’m still not convinced we look alike, but after listening to my most recent presentation, it easily could’ve been my sister speaking. Scary!
Even more frightening is the wording I chose and the stammering that occurred throughout my delivery of the professional learning.
Those poor teachers.
Without the close vetting of this “unwanted” video, I’d never have realized how much I needed to improve. Sometimes “looking in the mirror” can hurt.
To be 100% truthful, I’m considered the “face” of our school district and I conduct numerous interviews that are then streamed on our local cable channel and on our district YouTube channel. How many of those interviews have I watched to see how I can improve on the next, you ask? ZERO!
It’s time to change my paradigm and realize that video self-reflection can be one of the most valuable tools we have as educators. Here’s my most recent glimpse of my reflection.
A few weeks ago, I made a stop at a local butcher’s shop and left with a cooler full of cow muscle, tendons, fat, and a kidney just for fun. I was prepping for a tissue engineering unit where students would research authentic tissues before tackling our big question: Can low-cost, synthetic tissues be engineered for use in under-resourced medical schools and research labs? This unit was based on the Tissue Engineering guide from Allen Distinguished Educators DIY Guides.
One of my goals is to increase peer observations and encourage a school culture where teachers open up their practice to others. This can be challenging, as teachers most often have to give up their own time with students to make these observations happen. So I fired up my Swivl, and decided to step out of my comfort zone to demonstrate another way to share our practice when time is short — through video! As part of my work with the Tch Next Gen Science Squad, I decided to focus on the implementation of engineering as described in the Next Generation Science Standards (NGSS).
I’ve long been curious about what’s underneath. The back story of the author, the inspiration for the music, the influences that created the athlete. It’s not just the history or the origin story I’m interested in, it’s the story wrapped inside the story that grabs my attention and makes me want to keep uncovering. And I know I’m not the only one because so many of you reach out to me, stop me at a conference, or after a workshop, and ask for all the details. Did you really mess up that lesson or did you plan to? How do you grade all of that writing? Did your students only do that stuff for the camera? How do you come up with your ideas? What happens next?
For as long as I’ve been making videos with Teaching Channel, I’ve had this idea that there should be a version where I get to pull back the curtain and tell the story behind the story. Even though our medium is video and everything seems visible, it’s not. There’s so much invisible work in teaching: the ideation, the planning, the “fake left and go right,” the careful attention and revision. With this in mind, we’re launching our new series, Tcher’s Cut, to give you an insider’s look at all that invisible work, to help answer the questions you’re prompted to ask.
A teacher can learn a lot by taking a close read of the classroom.
However, the pace of a typical school day doesn’t allow for much time to step back and take it all in. That’s why video is a great tool to help teachers understand what’s really happening in the classroom as students engage in learning activities.
In the videos I collected of students, I began to notice there was a pattern to their conversations. Based upon the task at hand, my role was to be a facilitator. As teachers embark into NGSS territory, it will become more obvious that students are highly engaged in their tasks. They’re excited and need help making sense of their thinking.