Mini-Grant Summary
Solving Problems in Our Problem-Solving Instruction
95th Street School
Project Description:
The focus of our project was to improve the problem-solving instruction within our mathematics instruction. We met four times throughout May and early June. Session 1 was facilitated by Janis as she walked us through the Think-Aloud method. During the 2nd and 3rd sessions, the MTL lead the attending staff through discussions to identify and improve issues within the Think-Aloud method. During the 3rd session we made and decorated bookmarks to use in our curriculum binders in the fall. Our final meeting was again led by Janis as she walked us through a reflective session that focused on our abilities as well as our students.
Professional Development Gains:
16 of our 19 teaching staff attended at least two of the math sessions. This allowed the majority of our staff to get trained in the use of a Think Aloud. Staff also used the method within their classroom at a slow pace comfortable to themselves and their students. This was beneficial to remind them that they are in control of math instruction not curriculum. There was a lot of opportunity for professional discourse allowing staff members to gain ideas of how to tweak or change the process appropriate for their grade. Finally, staff were able to reflect about themselves as a teacher; thinking about what they should continue to do in the fall as we they may change to improve their instruction; specifically problem solving.
Successes and Challenges:
We had many successes as an after school team; mainly our ability to work as a supportive team trying to bridge the communication gap about math in our school building. Also, all teachers involved tried at least one component of the Think Aloud method. Staff enjoyed making and decorating bookmarks to help them recall the process on a regular basis.
Besides whole group successes, there were many individual success stories. One fourth grade teacher asked for a poster of the process so that it would be more apparent and a regular reminder in her room. A kindergarten teacher said she was trying the process in other curriculum areas as well. A third grade teacher said that the work sessions “totally changed her view of instruction”.
What challenged us was time! We did not have enough time to complete all of our math grant goals. We were not able to get to the Student Work Protocol to analyze student work.
Future Math Work:
For the fall, we are already planning how to continue the work we have begun. Next year, the first math staff meeting will focus on the Think Aloud process. Teachers who received the training will model a Think Aloud, we will hand out the bookmarks, and staff will make goals for integrating the Think Aloud into their classroom. The Think Aloud was also written into one of our Ed Plan goals for Math. Additionally, because many staff responded to after-school sessions I am thinking about beginning Math Monday which would make me available Mondays after school for math discussions. This would be a voluntary, drop-in basis with pay from our action plan.
Conclusion:
This has been an excellent learning experience for me as it is the first after-school session that I led to a voluntary group of teachers. Staff responded well so I would like to continue the after-school meetings with next year’s grant. As for the teachers, I feel the length of the project allowed them to practice, retry, fail, and retry a process that would aid them in improving their problem-solving instruction. This process will allow teachers and students to become more comfortable and confident with themselves as mathematicians.