Discussions in Math

Three teachers started talking about the learning focus on the Lesson Study.  As newbies, our meeting was like walking into deep fog.   In the relaxed atmosphere, we realized that our students need to understand what they are really thinking by communicating.  So applying some discussion elements in the lesson was a very natural direction to start up with.  What about the subject?  "Reading has vast opportunities for discussion," one brought up.  What about math?  On that day, we concluded to not include math because of its simplicity.  Everybody looks satisfied.

That night, I was thinking about the discussion possibilities in math.  The regular discourse in this subject wouldn't require such sophisticated conversation skills.  For example, reply to the question, "What is the answer you came up with?" could be "2 apples."  It is not even a complete sentence.  And it is the beauty of math.  But what if students put their heads together to tackle the story problems?  Yes, just like Math Olympiad.  They don't have to be math whizzes.  I became quite hopeful to try to train all of my students to contribute their ideas in the small group settings.

My college intern got excited for this plan next morning.  We brainstormed the specific protocol for the discussion so that a leading student can follow.  We made six sets of cards in in rings.

1.    I am ____ and I lead our discussion today.  Please follow the discussion rules. (Read Discussion Expectations.) Here is the problem that we are going to solve. (Read a problem.)

2.    What information do we know about this problem? (underline)

3.    What do we have to solve? (wavy line)

4.    What strategies might we use?

·         “My idea is ______.  What do you think?”

·         “I agree with ____ because_______.”

·         “I disagree with ______ because ______.”

5.     Let’s organize and write our solutions in the notebook.

Discussion Expectations:

·         Speak one at a time when allowed.

·         Look and listen to a speaker with respect.

·         Agree to disagree.

..

I    Eye-witnessing six leaders proudly leading their own groups was an amazing experience.  Each team has different strengths. While I was listening to their conversation, I could provide appropriate suggestions and necessary re-directions/re-teaching in the small groups.  I got a good feeling in terms of student engagement in this math discussion activity.  My next step is to assure that they are able to solve similar problems independently.

    I cannot wait for the next Lesson Study meeting.  We are going to design some lessons together, finally.  I now know whatever subject we choose, both teachers and students must have common understanding of discussion.  Then, practice.  I hope we will  find fantastic outcomes in our students' academic achievement and self-esteem.

I

 

Finally Friendship Friday

"Today is Friendship Friday!" Children were exchanging their excitement to each other like spilling out from the school bus in the chilly morning.  Some kids were still doubtfully asking, "Are we really going to have Friendship Friday?"  I smiled back to them, "Yes, we are!" 

At 8:30, our principal's calm husky voice came through the intercom.  "We are going to have our first Friendship Friday this morning.  You may start moving to your designated classroom."  All 5th graders stood up to team up.  2nd grade students are waiting for them.  4th graders were unexpectedly assigned for 1st graders.  No problem.  Soon my classroom filled up with different faces from nervous little first graders to 5th graders who are ready to lead their group.  One third grade girl asked, "Teacher, did you call 3rd graders little ones?"  I quickly reply, "No way.  You should be big enough to take care of yourself and maybe have extra time to help others."  She was satisfied with a big grin. 

Our counselor's plan hit both targets, self control and leadership opportunity.  "What do you think the best rule for the safe and comfortable school?"  As the discussion began, nervousness among students started to melt.  With 5th and 4th graders facilitation, small groups, all students contributed their ideal rules.  "Be kind," "Walk in the hallway," "Use nice words," Keep our hands to ourselves," and more and more.  Soon our list was full of positive ideas.

"Now, we are going to trace our hands.  You are one of 650 hands. You are going to write your name and your idea of rule for a safe and comfortable school.  650 hands are going to up in the cafeteria next week!"  "Wow, 650?  That is a big number!" a boy with glasses exclaimed.  I asked, "Are we ready?"  As soon as I hear "yes," 25 kids are all over in the classroom tracing their hands.  I praised when heard "Thank you" from someone.  It was contagious.  One minute after the beginning of tracing, I noticed the 5th graders are standing by 1st graders and 2nd graders.  Also, 3rd graders were assisting to hold papers for 5th graders.  Of course, there were a room full of thank you's. 

The closing circle was another incredible experiences among children.  A shy little first grade girl mumbled, "4th grader helped me today.  I like that."  A big 5th grader shared, "3rd grade boy helped me!" 

I truly felt like I was bringing in my culture in this learning community because Friendship Friday idea is coming from cross grade experiences in Japanese schools.  Younger people exhibit respect to older people, even it's only one year older.  Older people's duty is to take care of younger ones, even it's only one year younger.  Since this is the culture of their land, it is easily implement cross grade activities in schools in Japan.  For example, it's common to see older students and younger students clean school properties during school time.  6th grader walks to school with 4-6 younger students behind him.  A group of older students visit 1st grade classes to help reading and serve lunches.  Different things happen in different places, but we can utilize anything good for kids anywhere.  Through cross grade interaction, they can build the new and positive relationship.  They would grow a respect and responsibility with and without words.  Thus, I am pretty content that the first Friendship Friday happened today with such a positive atmosphere. 

Later in the playground, one girl with a piggy tails approached me, "Thank you for making Friendship Friday happen today."  How did she know I was involved in this plan?  It doesn't matter.  Feeling overwhelmed, I noted, "You are welcome.  I am glad you had a good time."  Something like this never happened in Japan as far as I was a student and a teacher there.  It was a bonus for me by successfully sharing one of my strengths that nobody had known in the U.S.

Mama's at School

One of new discoveries in the U.S. was to acknowledge a large number of mothers who decided to go back to school.  These courageous women often work full time or part time with multiple number of children.  No wonder American moms are so powerful and energetic. 

The student intern attending to my classroom is one of them.  I see her with awe literally every day especially when I have flashback memories of my student teaching days.  I admit I was a cocky and sassy college girl.  Sadly true, too, was that I misunderstood my cockiness and sassiness were confidence.  Of course the age matters, however, the life experience is one of the largest factors that would turn around your perspectives.  As a full time student, I was in my small college dorm wondering all about myself all by myself.  I often thought about the daily meals I had to feed myself.  I dream about my future.  I juggled my schedule among classes, parties, part time works, travels, etc.  I picked up the phone and complained to my friend about my teacher after each night of my student-teacher's days.  They are all necessities in the process of independence that I value, however, I forgot a piece of puzzle in my college year.  Being humble.

It is always simple.  Eating dinner with family.  Talking about what a great meal we are sharing.  Exchanging "I love you" each day.  Hugging just because I want to.  Being a center of the family is hassle and sometimes it could be a burden.  At the same time, family experiences enrich and make you grow as a person.  It is priceless.  These women miraculously manage everything, from today's dinner, children's homework, Thanksgiving menu, and more, on top of their own school work!   Being loved, appreciative, and humble are the incredible reasons why mothers exhibit resilience on their own learning as they are.  That's why I admire moms at school.

As a mother and an educator, I would like to support moms who want to learn as much as I can.  I would like moms to take advantage of their strength and maturity by just being a mom, if they ever want to pursue career.  Starting to learn is never too late.  When your blood starts boiling for learning, that is the time at however age you are.  Similarly true that learning will never end.  I hope wives and moms in Japan are interested in my voice.

Differentiation in Action

 

Differentiated instruction sounds quite important in both Japan and the U.S.  It doesn't surprise me if there are some different approaches between the two countries.  But don't you think it's a wonderful idea to take the best extracts from each country and put them together in my own classroom?

Walk to Math instructional model has been practiced in an elementary school in Tokyo where I visited last summer.  It was the similar model of Walk to Read that has been popularly used in Reading First schools in the U.S.  Basically, students are placed to the most appropriate achievement level by the initial screening assessment.  The beliefs behind is that students could receive more focused instructions in the homogenous groups than heterogeneous groups.   To close the academic gap, each teacher takes less students than original classroom by dividing two classes into three groups.  Principal of  this school sounded pleased and proud of her teachers' collaboration team and effectiveness in students' performances. 

While visiting this Japanese School, the assistant principal shared with me about "Tokyo Minimum," the special instructional guide based on the research result conducted by the Tokyo Metropolitan Education Department.  The study found some critical points in the literacy and math.   The critical points, they define, are the skills for foundation for the next level.  For example in math, composing and decomposing 5 and 10 are considered to be critical in 1st grade.  In order to be competent in additions and subtractions in grade 2, students need to demonstrate efficient manipulation skills with fives and tens. I was thinking, if there were some weakness found in Japan, it would be quite a few in the U.S.  Perhaps the critical points might be similar.  In reality, number sense was one of the topics that Tokyo educational officials urged to improve as the same weak area as Measurement of Academic Progress identified in my class.

While contemplating, Math para educator stepped in my room.   "Good news!  I will be available for 30 minutes because of the schedule change."  What a great timing!  Now I have three adults in my room for 30 minutes for 3 days a week; myself, para teacher, and a student teacher.   Quickly I redesigned my math period with the focused (on number sense) center activities which I named "Number Lab". The different level of activities and activities are pulled and instructed by the trained staff.   The computer math program is in the rotation to strengthen their skills as well.  Later I found that the math coach would be willing to join Number Lab for 2 days a week, which makes our program for 5 days a week!  Reorganized the bookshelf to store different worksheets for the different levels, created the tentative monthly plan, and introduced to my students about Number Lab.   I get to sit closely with my students to play games and facilitate the conversation.  "I don't want to quit," one child whined when the ending bell rang.  I look forward to checking their progress of place value and multi-digit addition and subtraction.   Differentiation, at least for now, gives all children positive and confident experiences.