DAY 5: Post a photo of your classroom. What do you see and what don’t you see that you would like?
My room is small, but has space for everything we need. I added the phrase prompts for our math talks this year. I am aiming for students to be able to discuss math with their peers, to explain their thinking, and to work with each other to gain the perseverance needed for problem solving. In intervention, we use math tools, manipulatives, and games almost every day in our learning. I see a lot of these in my little room! There are always things I could use for my students, but I am content with what I have and feel my room just needs students and math discussions now.
In the August, 2014 Reader’s Digest, Dan Lewis wrote an article, “Where’d That Number Come From?” One part of the article says:
“Why not oneteen and twoteen? The reason behind the shift in number naming is that eleven comes from the Germanic term ainlif, which translates to “one left,“ or in this case, “one left over” after you count out ten of something. Twelve follows the same rule. It comes from twalif — “two left.” Why we switched from lif to teen (which itself means “ten more than”) for 13 through 19 is something that is sadly lost to antiquity.”
This information can be used as a great introduction to talking about number sense. Show these numbers on a number line and discuss what something left over or ten more than something looks like. I made a class set of rekenreks for my math intervention students this year. We will talk about the numbers 0-20, show them on our rekenreks, and talk about the meaning of the number names.
Day 3: Discuss one observation area you would like to improve on for your teacher evaluation.
Just one? Not this year. My district switched to the Danielson Framework for teach evaluation. Looking at the rubric and trying to figure out how to document evidence for my evaluation is overwhelming, to say the least. There are 4 domains to the framework. Here is what I am focusing on in each.
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I blogged last week about my desire to change the way I assess fluency in my math intervention room. Here is my plan for the year!
I will look at flexibility, appropriate strategy use, efficiency, and accuracy.
I will not give a timed math fact test this year.
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Last year saw the wonderful addition of an ActivBoard to my intervention room. I use it every day. Even so, I know I am not using it to its potential. I am working on learning new features to implement in my lessons and activities. It came with an ActivSlate, which was rarely used last year.
So, for 2014-2015, my tech goal is to incorporate the ActivSlate into my daily activities AND to keep learning new ways to use my ActivBoard.
1. I will focus on engaging my students in learning. I am restructuring my 30 minute math intervention classes to make sure I get this done correctly. Each group will begin with a number sense routine (math talk, number of the day, choral counting, etc). My students will learn to discuss math and explain their strategies. (In a perfect world, these number sense routines could hit all 8 Math Practice Standards. Continue reading …