April 6, 2017
April 6, 2017
- Good morning(solid staff meeting yesterday and Teamwork and thanks to ALL!)
- Mass tomorrow at 8:00 followed by Town Hall and please get your SK names to Cris.
- Marc from CRS will be visiting today for 2 assemblies this afternoon.
- Friday Minimum Day with “The Little Mermaid” at 10:45 for the entire school.
- Professional Development on Friday at 12:30. Thank you Sister Claire for steering!
- Here’s an excellent piece entitled “Supporting Math Talk in Small Groups” by Hala Ghousseini, Sarah Lord, and Aimee Cardon in Teaching Children Mathematics in March of 2017. In this article in Teaching Children Mathematics, Hala Ghousseini, Sarah Lord, and Aimee Cardon (University of Wisconsin/Madison) address the challenge of getting elementary students to have good math discussions when they’re working in small groups. Some teacher frustrations they’ve encountered: “Because students do not listen to me when I give directions, I end up talking too much during group work, mainly explaining the directions over and over.” “I spend my time settling disagreements because students don’t know how to work with each other.” “The strongest students just end up doing all the work.” “My students always want me to help them right away if they think they’re stuck – and they want to check with me all the time to see if they’re doing it right. They just don’t know how to be independent. The key to productive small-group work, say Ghousseini, Lord, and Cardon, is how teachers launch the lesson before students begin working in groups: • Modeling good collaboration – Many students are inexperienced at sharing their thinking in clear ways and negotiating solutions to problems with their peers, so it’s helpful for the teacher to demonstrate a possible scenario. For example, a teacher preparing students to work in pairs skip-counting by fives and tens acts out the back-and-forth with a student and makes a deliberate error, saying 58 instead of 60. What should her partner do now? she asks the class, and guides them to a good coaching response: “Take another look at your skip-counting chart. So far, all the numbers we’ve said have ended in five or zero, and fifty-eight ends in an eight.” Teaching a lesson on fractions, she might say, “When you throw out your idea, you don’t want people to say, ‘Oh, you’re wrong! You did that wrong! You’re not good at fractions.’ You don’t want people to feel that way about fractions.”
- The rest tomorrow and have a nice day! God bless you.