Wednesday, June 13, 2012

Guided Math Book Study-Chapter One Reflection

I'm so excited to be participating in this book study (it is largely the reason that I joined the blogosphere).  I can't wait to connect with other motivated teachers.  Here are some thoughts I had as I read chapter one:

1) I wholeheartedly agree that the main problem with the old method of mathematics instruction (teacher-centered, whole group 100% of the time) is that several students were engaged in solving problems in front of the class, but the majority of the class was disengaged.  While Sammons does not directly state this, it is heavily insinuated.

2) I'm so glad that Sammons called attention to the achievement gap related to mathematics between affluent students and minority students/students living in poverty.  I saw this first hand at my school last year, and I am ready for this gap to narrow/close.

3) I like that Sammons points out that "teachers struggle to find the time to help them [struggling students]."  I know that this book will be very helpful to teachers who are struggling with finding the time to give every student what he needs, when he needs it (aren't we all?).

4) Sammons places an importance on mathematical dialogue.  I would go even further to say that students need to develop mathematical literacy.  She previews some of her math work stations in later chapters, including math journals, so I believe that she will address this issue.  I can't wait to read what she has to say about it.  I know that this is important not only for our English Language Learners, but all of our students.

5) At this point, as Sammons has previewed her model and all of its components, I am reminded of what I know of The Daily 5 and the CAFE framework.  Both have components of whole group (I'm glad that Sammons asserts that whole group instruction still has its place, but cannot be the only method of math instruction), guided instruction, small groups for stations, as well as individual conferences.

In summary, I'm so glad that I decided to pick up a copy of this book and participate in this book study. The first chapter teases many great things to come in the remainder of the book.  I'm particularly looking forward to chapter 3.  Since I have taught older grades in the past, calendar math is somewhat new to me (I'll be teaching 2nd grade this year).  What do you include in your calendar math?


Brenda said...

You are so right about the importance of math conversations! It really is just about the only way kiddos can build the skill of expressing their understanding & thinking....which is SO important!
Thanks for linking up!

Primary Inspired

Molly said...

Thanks Brenda! Most of my teaching experience has been with ELL and bilingual students, so I'm always trying to get them to use their academic English. I'm so glad to link up-I'm loving the book study so far!

First Grade in the Desert said...

I am moving into 2nd grade this coming year so I am also looking forward to finding ways to incorporate this book into my classroom! I am very excited to see what the author has to share with us!

Molly said...

Me too! I'm glad to have linked up with another teacher moving to second grade next year through this book study. :-)

Casey Turner said...

I enjoyed reading your review of Chapter 1! I agree that this reminds me of Daily/CAFE. I think it will make it easier to implement in my classroom after having done those for a couple of years now. I am wondering how Guided Math compares to Daily 5 Math? hmm.

Second Grade Math Maniac

Molly said...

Thanks Casey. I'm not at all familiar with Daily 5 Math, but I wish I were. I love Daily 5!!! I'd love to hear more about Daily 5 Math from you (there isn't a book, is there?). :-) Thanks for following me.

Amanda said...

I do Guided Math in my classroom and have loved it! I use I charts just like in Daily 5 to get procedures and expectations down. It's been great to link both so easily. The sisters do have Daily 5 math ideas started on their website if you are interested. There is also a wonderful teacher named Mrs. Grochocki who has a website showing her Daily 5 math. Something I found that I have LOVED when using math dialogue are math talking bubbles. I got the idea from Debbie Diller in her math workstations book. For example, I did a lesson on place value and students were to tell what place a digit was in and what its value was. During a game, they would use a talking bubble and use this sentence stem: "The digit ____ is in the ____ place. It's value is ____." So The digit 2 is in the tens place. It's value is twenty. OH what a difference it made with using vocabulary, reading the math words, and really understanding the concept! I LOVED it :)

Ms. Wilkie's Second Grade Class

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