Better Practices – Page 3 – Educational Aspirations

Representing Fractions

Second grade teachers in my school are starting their introductory unit on fractions next week. Generally students are introduced to fractions through manipulatives. Manipulatives, specifically pattern blocks, offer opportunities for students to play, explore and develop a deeper understanding of fractions. By second grade students have become accustomed to solving problems related to sharing. Splitting up a whole into unit pieces is part of the first grade curriculum. From there students are asked to adjust their partitioning into equal sized parts.

The triangle is what fraction of the entire hexagon?

Pattern blocks can be useful for introducing fractions although it shouldn’t be the only representation. One of the challenges I see during fraction instruction occurs when students are given a different representation (word form, number line, mixed numbers, etc.) of a fraction and asked to find or create fractional parts. Students often ask, where’s the picture of the shape that I’m used to? Fractions can be represented in many ways, such as through number lines, objects, shapes, and a variety of linear representations. I find that students tend to benefit from being able to see a variety of representations of a mathematical concept. A number line can be especially helpful in introducing fractional parts. Keeping that in mind, I’m encouraging our teachers to use a variety of forms to showcase fraction representation. Possible student questions related to this can be found in the slide show below and in this shared sheet.

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How do you introduce fractions?

Beyond Standardized Assessments

Over the past few years I’ve noticed a trend in elementary schools across the nation. A growing emphasis has been placed on controversial high-stakes standardized assessments. Too many, this isn’t really a surprise. Most, not all, state standardized assessments at the elementary level focus in on the subjects of reading and math. Don’t get me wrong … both of these subjects are extremely important and school scheduling often revolves around them. Since I teach mostly math throughout the day I am grateful for the time that is dedicated to the subject. Math and reading can be foundational for other content areas to flourish.

The test taking emphasis with reading and math sometimes crowds out some of the time dedicated to other subject areas. Some of the subject areas that might be reduced because of that emphasis may include social studies, history, geography, art, science, etc. If the subject area isn’t part of the standardized assessment schedule it might not get priority instruction time. This doesn’t happen in all circumstances, but it does happen.

I’ve had the wonderful opportunity to work with talented elementary teachers that have a passion for their social studies and science content areas. These teachers bring a contagious energy to their subject and make social studies and science a priority in the classroom. I appreciate these teachers and the effort they put into their craft. One of the teachers organized our school’s first ever Geography Bee this year.

I was given the opportunity to serve as a cohost for this event. Being primarily a math teacher, I was looking forward to helping out with our school’s first Geography Bee and thought that many of my math students would be part of the bee. Many of my students expressed interest in participating.

To start preparing for the event, about 40 students started attending weekly geography study sessions after school or during their recess times. These sessions occurred approximately one month before the bee was scheduled to start. Students that were interested started using iPad apps, websites and geography study materials to review locations all over the world. As the event came closer more practice sessions were attended by the students. Teachers volunteered to host the practice sessions in their classrooms during this time.

The culmination of all the practice ended when the Geography Bee began yesterday. Parents of the community were asked to attend and cheer on their child and other contestants. It was great to see the community support each other and our school. Approximately 30 students participated in the event that was hosted by eight teacher volunteers. The preliminary, final and championship round came and went. Overall, it was a worthwhile experience and I feel like it helped build the community and school partnership.

It was great to see students receive recognition for an accomplishment that wasn’t tied to the staple reading and math curriculum or mandated on a standardized assessment. Exposing students to a variety of concepts and curriculum opportunities can help students discover their own passions. I can think of genius hour and the hour of code as two examples that can lend itself for students to start developing interests that may eventually become passions. Creating a classroom/school environment that fosters an appreciation for learning is important and shouldn’t be lost.

photo credit: ribarnica via photopin cc

Better teaching practices

photo credit: Krissy.Venosdale via photopin cc

I remember reading a tweet a while back that mentioned that teachers should be using best teaching strategies in the classroom. I absolutely agree with the tweet. Best teaching practices should be something that school districts strive for, although I think the term ‘best practice’ often falls into the edubabble category and is used incorrectly at times. I’ve listened to the phrase being used in appropriate circumstances and I’ve heard it used primarily as a trump card to end education conversations. Regardless, the phrase is often utilized to convey that a particular research-based strategy will better your classroom.

Many educators have read the popular book called Classroom Instruction That Works. The book suggest that teachers use specific “high-yield” teaching strategies in the classroom. I’ve known educators who term the strategies as best practice since they’ve been researched and suggested by leaders in the field of education. After the book was published school districts started to use these strategies more frequently. I say frequently because I believe that some schools were already using the strategies before the book was published. Unfortunately, some schools were using the strategies as a form of a checklist, expecting to see the strategies in most/all classrooms. Morzano, one of the authors of the book, cautions that “A school or district that uses a narrow list of instructional, management, or assessment strategies will fall into the trap of assuming that all strategies must be used in every classroom.” I believe that many of the strategies are beneficial, but they shouldn’t be used as a checklist.

School leaders should look at incorporating better teaching practices in schools. Often school improvement plans are put in place to improve (better) a school in a certain area. Using the word ‘better practices’ communicates that there’s room for growth and innovation. All schools, administrators and teachers can become better at what they do. I believe that growth mindset should also apply to teaching practices. Moving from entire whole group instruction to differentiated instruction could be one way to move towards showcasing better teaching practices in the classroom. Empowering teachers and providing them with strategies to improve is essential, regardless if the strategies are termed best practice or not. Innovative educators have strategies or ideas that they use on a daily basis that might not yet be termed or published as best practices. Let’s move beyond the term and encourage better teaching practices in our schools.