Beginning our Math Workshop Adventure...

Well, the time is here - it's time for me to take the plunge.  I haven't really been dragging my feet - not totally, anyway.  Maybe just a little bit. Okay, I'm NERVOUS about this, people, I'm just plain 'ol nervous.  I'm not new to the workshop model. I have done reader's and writer's workshop for MANY MANY years.  I used the workshop format before it was even called workshop.  So, I'm not really sure why I haven't been teaching math this way.  

But now I am...

Well, at least I'm getting started with it.  Our last day before break was Friday.  My dear friend- couldn't-teach-first-grade-without-her pal, Barb and I met up at my school on Saturday {we sure do know how to kick our feet up and relax on our first day of break - right?} to pound out some of the details.  She's going to dip her toes in the workshop waters too.

I know it has to get really ugly before you see any headway.  It seemed like we spun our wheels a ton, but thanks to that preliminary work, when I got home I was really able to wrap my brain around it.

Chicken Scratches - Before

All Grouped - SmartBoard  - After

Currently, we use Bridges Math.  There are some really great pieces to this program - but....there are A TON of holes.  I've been hemming and hawing over how to fill these holes.  It seems like math workshop/guided math groups are the answer. 

I'm starting out with doing it three times a week and possibly more once I tweak and fine tune.  I'm going to run four "stations":

*WIG {wildly important goal} Work - students will practice their basic math facts a number of different ways. We'll really drive home the strategies we need to become fluent in solving addition and subtraction math problems.  This is something Bridges misses the boat on. They kinda went overboard on the whole "spiral model".  It seems that we are spiraling out of control and never really stick with anything long enough for my kiddos to see/feel success.  

*Workplaces - A large part of Bridges Math is what they call "workplaces" where students play a variety of math games.  Many of the games are great but some are either way too easy for my kids or too complicated for others.  Now I can plan which workplaces my groups will do - BRAVO!

*Work on Math {computers} - There are a whole slew of different web-based math games they can play.

*Guided Math Groups - This is where I'll be able to better differentiate instruction.

Right now, I'm looking through curriculum trying to decide which lessons will make good mini-lessons, which ones I should only teach to certain guided math groups, and which number corner lessons I want to incorporate into this instruction.  Number corner are additional lessons that I have such a hard time fitting into my day - but now that I plan on using them in guided math groups - I'm hoping I'll get to them more often.  So much to do, so little time...

To start, I plan on doing two groups each day - seeing my friends who struggle most all three days in a guided math group.  I'm really looking forward to getting this up and running.  I can only see good things coming from this adventure and can't wait to do a better job at differentiating my instruction!!!

Wish me luck!

Do you do math workshop/guided math?  Any words of wisdom?

My Personal/Professional Goals

Hey There!!!!

My goodness...it has been a while.  I'll be totally honest with you.  I'd hop on my blog and feel like Cindy Brady....

Just at a loss.  Didn't know what to say, where to go with it so I'd close her up...hoping for the mood to strike.  So here I am!  Finally.  Three months later.

I tried turning off my teacher brain for the summer - but really, why do I even try?  I'm constantly checking teacher blogs, Facebook, Instagram, school email, Target dollar spot, Pinterest and now the back to school ads are starting.  If you can't beat 'em you might as well join 'em.  This is the fun stuff, right? 

I've been thinking, lately, about the changes I'm going to make this coming school year.  {Thanking my lucky stars that each year I get to start fresh!!!}Some are a little riskier {livin' on the edge in Teacherville} than others, but changes nonetheless.  

As I look through my list, I may need to dial it down, but I'm excited to try at least some of the ideas.

First up:

I've definitely given the whole idea of alternative seating a thought or two, but I'm just not there.  Maybe one day.  For now, tables are about as risky as I'll go.  I've always been a desk girl.  One of my teacher partners has tables in her room and for some reason it makes things look and feel so SPACIOUS.  I've got a lot of kinks to work out, like where will I put all of their supplies?  Do I do table caddies, table bins, chair pockets?  So much to think about and it makes me pretty darn giddy.

And...

My teaching pal, Barb {the elusive Barb} and I have been talking about what we can do to supplement our district's math resource - Bridges Math.  We love so much of it but as we've spent some time using it have found some definite ways we'd like to supplement.  One part of Bridges that I love is called Workplaces.{Math centers}  As we've been talking we came to the conclusion that during these math centers would be a great time to pull some guided math groups.  I've purchased this book:

And have really learned a lot from reading Reagan's blog posts about it.  Click {here}, {here} and {here} for just a few.  I'm really excited about this because my biggest qualm about how I'm teaching math right now, using our current resource, is that I don't always feel like I know my kids as mathematicians like I would like to, and I feel as though I'm not differentiating as much as I used to, as well as there are some basic foundational skills that I feel need to be hit a little harder.  Guided math seems like the answer. We shall see...

Still more...

I had a pseudo-focus wall in my room a few years back.  It was nothing to look at but it served its purpose. For some reason it took a back seat...okay, let's be honest, it was given the all-out boot.  Then, last year I sort of happened upon it again.  I had an empty bulletin board mid-year {how the heck did that happen} and decided to slap up some sentence strips describing what we were focusing on at the time.  Just today I was playing around on Facebook and The First Grade Parade was highlighting this product:

What I like about this {aside from it's cute} is that it keeps everyone focused on the Learning Targets.  It can be referred to often and helps designate a space in my classroom for doing that.  Along with guided math being something I'd like to try was having a space for a math wall where I could introduce different math vocabulary.  This product has that vocabulary to use on your focus wall. Perfect!

This is an easy one!

When I first started teaching I had class helpers.  I was SO bad at keeping up with that whole shizzle. Kristen was so in my head when she wrote this.  For the last two years I reinstated class helpers.  I'm quite certain there were more than a few that never got a shot at trash collector.  Why this was the most coveted of class jobs, I'll never know - but I'm sure there's somebody out there who didn't get their stab at it and will forever be marred.  One class helper?  Sign me up!!!!!!

And...

I'm thinking about having just one rule in my classroom.  This blog post struck such a chord with me that I haven't stopped thinking about it since I read it. I can see myself saying "Be brave enough to make the right choice" "Be brave enough to be safe".  "Be brave enough to be kind". "Be brave enough to apologize so that you can be kind".  I really, really think I like the idea that it sometimes takes bravery to try hard to do the right thing and it can definitely take bravery to try hard at something that you feel you can't do {i.e. subtract, do fractions, read a story}.  It's so all encompassing but can be dialed down to the smallest of thinking. I really like it.  

And probably the riskiest of the risky ones...

I'm flopping this one around in my mind.  I'm pretty old school when it comes to choices and consequences.  I'm concerned that we've become complacent as a society and that we let too much slide. With that, I also think the heart of discipline is teaching children how to learn from their mistakes and how to self regulate.  I definitely think the clip chart does a good job of creating a visual and I've always talked to my students about their behavior when the need to "clip down".  I really don't think the heart of why my students do the right thing is so they don't "clip down"...but...well, let's say I'm still brewing this one.

So, what do you think?  I've bitten off more than I can chew?  Maybe I should choose a couple of them?What would you do if you were me?  What are some changes you plan to implement this new school year?