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Comment on the following:
1. Reflect on what you just read about the problems that exsist with teachers learning and offer your insight on the problem.
2. Is Common Core truly the problem?
3. Comment on a colleagues post
When teachers are not provided the training to help students learn math by exploration, trial and error, critical thinking, etc., then we cannot expect a change in the way things are taught. Making changes to the classroom that incorporate more cooperative learning or differentiated instruction is not changing how you teach math. There actually needs to be a shift in self-discovery with math in order to make changes in the classroom. I do not think Common Core is the big issue with why kids don’t like math. Common Core math has great concepts behind it. It is how we are changing over to the Common Core curriculum that is not making much more of a difference. When students are asked to explain, reason, justify, those are ways that we can let students problem solve and use critical thinking skills to actually understand the why behind what they are doing.
ReplyDeleteAt third grade, much of that exploration includes the use of manipulatives. Planning and organizing is key! And classroom management is double key! It is so easy for students, especially special education students to get lost or distracted by the modeling component.
DeleteYou are VERY correct! It is all about teachers learning first! We have to relearn the way we learned math and PRACTICE it!
DeleteLori-I couldn't agree more. I always tell my students, "I don't care about the answer, I need you to explain to my why it is the right answer." This allows me to assess whether or not the students actually understand the topic, or if they are simply regurgitating information.
DeleteIn the little that I read, I found a lot of problems that exist with teachers learning to teach math!! First of all, teaching institutions have not been able to adequately train teachers, and don’t seem to worried about it. Do these professors really have little interest in the science of teaching! Shame on them! The phenomenon of “apprenticeship of observation” actually makes sense to me. I actually think that’s what I fell back on when I first started teaching. I had over 13 years as a student, and only 5-6 years learning to be a teacher. Teacher resistance also plays a role. I seen it happen in real life, especially with veteran teachers were told to teach the Common Core. It didn’t make sense to them and they thought what they have been doing for the many past years was working just fine. Is the Common Core the problem? I think yes and no. Yes because teachers were told to ditch their old approach to teaching math and start using this new one, and there was no training or support. That stinks, and I blame the state for that. There still is little to no support, and I think principals are just as frustrated over it. The reason I would say that no, the Common Core is not truly the problem, is because it was an effort to make math across the state more rigorous and level the playing field by having all NY teachers use it. That made sense to me, but it was like putting the cart before the horse. It truly may have turned out better if the state started with teaching teachers, not just plopping it in their laps and tell us to read from the script. (I still think that is hilarious! A script for a teacher! Yeah…. that’s real world and allows for teachable moments!).
ReplyDeleteTeacher resistance is a huge issue. Myself included! I agree that we put the cart before the horse. Common Core is not the enemy.
DeleteI feel like i learned the most my first year teaching. College never prepared me for elementary mathematics and HOW to teach it! Also we are doing all this work and colleges have yet to change!!
DeleteThis really hit home with me. In hindsight, I do not feel that I was ever adequately prepared to teach deep math understanding. I do think that I have gained most of my experience within the classroom. Most trainings are not in-depth enough for teachers to truly get a grasp on deep math. While math is my main subject area, I feel for the teachers in lower grade levels who are spread so thin trying to cover all subject areas. How can they become an “expert” when they have so many things to keep themselves up to date on for their classroom? I definitely feel that I am now (after 22 years!) able to help students understand the “why” and not just the “how” of math. I just wish there was more time to allow students to discover the “why.”
ReplyDeleteIs Common Core truly the problem? Hmmm…
I think the premise behind Common Core is brilliant. All states teaching the same concepts in common grade levels? Genius! The execution of the Common Core all at once to all grade levels was absurd. I think a huge part of the problem with it is the fact that teachers have not had adequate training. There is also very little support. It was just thrown at us. There are also concepts that we are being expected to teach that are developmentally inappropriate. As I help my 4th grader with homework, there are days he comes home with things that are so “spot on” that I think to myself, “This makes so much sense!” Then 2 days later he brings home things that are absolutely ridiculous. Not to mention the numerous times that he has things marked wrong b/c an answer key was incorrect and the teacher missed it because she was unaware due to lack of deep math understanding herself! That being said, I have been very happy with my son’s teachers. Luckily, they have always been receptive to my “setting them straight.”
You have to consider yourself a little "lucky" most districts still have 6th grade in elementary and ALL teachers teach math. We all know 6th grade math is NOT easy and i see the struggle all the time with teachers who are just not comfortable teaching at that level!
Delete1. Reflect on what you just read about the problems that exist with teachers learning and offer your insight on the problem.
ReplyDeleteI think back to the many text book sales presentations for both math and ELA that I have sat through over the years and I have always asked the same question. "Do you have a video you can show me of how the actual full lesson will take place?" A text book rep has never been able to offer one up. Even the common core web site has not been quick to offer teachers a realistic perspective of how the ENTIRE instruction should flow in their suggested time frame. (although I do give them credit for posting many good teaching examples) If you want teachers to do things differently, the type of support that needs to be given must be strong enough that we won't have to fall back on past practices during moments of struggle.
2. Is Common Core truly the problem?
When I hear people say "Common Core" I am not always sure exactly what they are thinking about or focusing on. As far as math goes, I think of the mathematical presentation it offers and I feel it is mathematically well written.
BUT, "Common Core" makes people think of other things too. State testing is a major issue that comes to mind. I feel many parents say they are against the Common Core, but maybe their arguments should be more directed at testing rather than the curriculum. Knowledge is key!
I agree that new things always scare people, especially those that have a tough time with it. We just discussed that when students rate technology they use in class they are more likely to rate it poorly if they did poorly while using that technology to take a test or to study. If parents can't help their kids on homework they immediately hate what is causing that hardship.
DeleteI agree! Many people and politicians throw "Common Core" around but they are almost always referring to high stakes standardized testing and the opt out movement. It is rare that the standards themselves or the curriculum changes are what they are referring to, everything has been lumped together.
DeleteSo many, even parents think Common Core is the Modules or Common Core is the assessment. SO many are truly uneducated and its extremely frustrating when they are fighting but have inaccurate background knowledge.
DeleteHeidi,
DeleteI agree that when we adopted new text series, we never got to see a lesson in action. That would be a huge help. I can figure out what the components are, but I want to see it in action!
I completely agree with the insufficient training. Any time something new hits the educational world administrators plan a day for training and then they are "covered." When something is as complicated as learning how to teach math it needs much more attention, especially when some those teaching the math are not that savvy in math to begin with. I also giggled to myself when they mentioned that college courses do not teach a teacher how to teach haha. I remember saying that to one of my professors senior year of college. "When are we going to learn how to teach the material in the classes with have to teach?" I spent three years at that point first of all taking all of the courses I basically took in high school and then struggling my way through high level calculus, differential equations, proofs and more all material I have never taught. Unless I student taught with a teacher that used the "new" math teaching methods I was doomed to just teach the way I saw teachers teach in my schooling years. If I have one suggestion for math teachers looking to find a new method of teaching it is: GO TO MATH CONFERENCES! They are amazing and I encounter teachers that teach the new way flawlessly and are willing to share everything.
ReplyDeleteI have always been an advocate for Common Core except for the way they enforced it. It should have started in the early years of school and continued. Also give teachers the time and the resources appropriate for this transition. At least to those that are willing, unfortunately there will always be those that are not willing
I think you made a lot of really valid points about educational training. While districts usually have you do minimal training, there is always the opportunity to take professional development into you own hands and go to conferences. Math conferences are a great way to learn new ideas and techniques of how to implement those ideas in your classroom. Working with other teachers from other schools really helps you get a bigger picture of math education in your area.
DeleteI am in complete agreement with you that CCSS should have been rolled out in the early grades and continued every year to prevent the huge gaps that some students suffered. I also feel that utilizing math conferences and workshops is the best way for teachers to get new information and feel comfortable with the CC.
DeleteI agree with you 100% I went to a Math Conference on "Geometry in Construction" and the model they use to have a Math Teacher and a Construction Teacher Team Teach and build a house is unreal.. It would be a great model to have here at my center..
DeleteAs many of us stated in the first blog post responses, it comes down to time. Teachers have not been given the time to receive effective training, learn it themselves, or practice the methods to be able to explain them to students. It seems more complicated than ever because we are asking students to do many more steps, make more diagrams, read more complex word problems, but with no real explanations or understandings. Some teachers feel they are weak in the area of math, and I am sure Common Core methods make them feel even more so.
ReplyDeleteI don't think Common Core is the problem- it is the way Common Core has been introduced into the classroom that is the problem. It was quickly pushed out, new textbooks were purchased, new Regents exams were aligned and administered, but with very little explanation. I like some of the ideas behind Common Core, but those ideas have been lost in the rush and frustration of students, teachers, and parents. Teachers have very little time to do all of their normal duties, grading, and planning PLUS learn new curriculum and still have time at home with their families. A gradual roll out would have made this task seem much less daunting.
I agree with you Jessica. A gradual roll out of the CCLS would have made this a more positive experience. As you said...not to mention the changes to assessments as well. We want students to be prepared and successful.
DeleteFrom reading this section of the article, it seems like the lack of training is entering the discussion again. When teachers, or perhaps other professionals as well, are presented with something new, high quality training must take place in order for the change to be successful. When training does not take place and individuals or teams of people are left to figure it out, it causes a great deal of stress and the change is not well received…even if it is a promising idea. Many people are creatures of habit and will fall back on familiar practices to try to accomplish their goals. I would also like to mention that learning new curriculum is not the only task a teacher has to accomplish, we have a whole host of other responsibilities.
ReplyDeleteI still don’t think the Common Core is the problem. As I stated in an earlier post, it was the rushed implementation and improper training. I am hopeful that the CCLS will continue to evolve and there will be training provided…along with a great deal of patience.
I agree, patience is the key! Too often we are rushed to see results and then quickly jump to conclusions that something is either effective or ineffective. Sequence I, II, and III, then Math A and B, followed by Int. Alg, Geometry, Alg2/Trig, now onto Alg CC, Geo CC... I wonder how many year passed from the last time a Sequence I exam was given and the first time Alg CC was?
DeleteWithout a doubt there are problems in our system. Some of which are our own but many were handed to us. Looking back on my college math classes there has yet to be a time when I needed discreet math, differential equations, etc... I would sign up all day long for a how-to-teach math class. We watch how-to shows on DIY Network for all of our building needs, or Food Network for how-to cooking... Hmm maybe there could be something like the model used in Japan here "jugyokenkyu" model. It has been my experience that a good conference is empowering and rejuvenating but they tend to be few and far between sometimes...
ReplyDeleteThere are problems that I have seen with Common Core mainly in the preparation for the exam meaning quizzes/homework do not match the same way the test questions are asked. For example the 4th grade math test I saw was mainly an english test with a little math mixed in. The quizzes that the students took were more resembling of a "traditional" math question. There needs to be changes in how the training is performed and it needs to start in the colleges and the elementary grades and work up. (In my opinion)
I agree Matt. There are definitely many more reading components in the modules. I find that the children I work with usually can complete the rote problems on quizzes, exit tickets, etc, however, when it comes to mid-modules and final assessments they fall apart. Of course problem solving is a huge issue for them, but the reading component also can impact their ability to understand what is being asked. Application problems are a continuous work in progress!!
DeleteI do not believe that Common Core is the problem. Poor training is the problem. Teachers learn to teach how they were taught and many teachers resist change. They try to embrace the new methods but end up falling back to what is comfortable. On the other hand there are those teachers who want to further develop their curriculum, but don’t have the support or training to truly be successful. I believe the best way to alleviate the problem is to not only offer more training opportunities, but to give teachers time. Sometimes we jump too quickly into new things, when we should just take a step back and take time to think. It is also helpful to have a cohort of teachers working through the same curriculum together. Many heads can be better than one! I also believe it is helpful for teachers to have common planning time.
ReplyDeleteNobody likes change and it's difficult. I find myself falling back on old habits all the time. I believe self assessment and peer feedback is what makes us better teachers.
DeleteI can still remember my first Common Core PD and my reaction leaving it. My first exposure was a 1/2 day in-service on how to navigate the Common Core Standards. The presenter discussed the layout of the new standards, explained how to use the index and the glossary of terms and then explained to us the "secret code" that they used to write the standards. She was referring to the grade level standards such as 3.NBT.1. She explained that the 3 meant “3rd Grade” and NBT stood for “Numbers and Operations in Base Ten” and the 1 stood for the “1st standard” in the cluster. She would then write a few grade level standards and give us time to find out what they were and then report back. I feel like we did this for hours! It was like a scavenger hunt without any meaning. Just searching and copying. I think we all felt it was a waste of time! We dedicated 4 hours to something that could have been explained in 5 minutes or less. Was the Common Core the problem? Absolutely not!
ReplyDeleteThis could have been a great time to discuss implementation or look for similarities or differences, there are numerous opportunities for what we could have done. Instead I feel precious time was wasted. Math reform can’t take place without well planned professional development, collaboration and communication.
ReplyDelete1. Reflect on what you just read about the problems that exsist with teachers learning and offer your insight on the problem.
I find many teachers to be the victim of the subconscious saboteurs. The ones who are always complaining at meetings and trainings bringing down any body who will go with them. These are the people who will never let a good training become great.
2. Is Common Core truly the problem?
I don't think Common Core is the problem. I think it goes back to the way our education system rolls out new standards without proper training or true feedback from the people actually teaching.
It seems the the biggest problem with teaching mathematics is the way we are teaching teachers to teach mathematics. Most teachers rely on their past experiences and try to incorporate the good experiences they have had. However, we need to conceptually change the way we are teaching mathematics for it to be successful. There needs to be required training that actually teaches teachers a new way to teach math using an inquisitive approach. Finding a BOCES or another provider who is capable of doing this, it part of the problem...they are not available, or unknown to most school districts.
ReplyDeleteI have always said that Common Core is not the problem. Common Core is actually a good thing, but the way it is implemented is the problem. I have been against the rallies, protests, etc since the get-go. We need to have proper training when new standards are implemented, and we need TIME to learn the new standards ourselves! Kyle H
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