While watching the webinar last spring, this one the one that caught my attention most. You can watch here – Juli K. Dixon addresses this one around the 45:00 min. mark. I cannot find any blog posts on the dnamath.com site, but I am sure this is one she will be sharing more about.
I appreciate her acknowledging that teachers are well-intentioned feeling that if they work hard enough, they can catch students up. However, teachers will burnout and students will fall further behind.
What are we doing to support these students? With RTI and Multi-Tier Support Systems, we often focus on basic facts – this is not the best used of our time, not the most important. Juli shares, students with extended time will get those facts. We we want to reteach everything – we simply cannot do it. She suggests focusing on strategies that will extend beyond the basic facts, strategies that can be used to figure things out as opposed to “just knowing.”
Instead, she encourages us to look at our current year – and focus on prerequisites and teach them for understanding. This is where our energy and time can make a difference. For example – figure out the 3 most important topics, consider what is prerequisite here asking what do we need to be able to do to get there? Here is a slide with examples she shared.
As I rewatched this segment, I was reminded of ideas shared in our Routines for Reasoning chat last spring. We challenged each other to revisit the last chapter in August to choose 1 routine we would consider using in our classes as we started back. I committed to starting with Capturing Quanitites during the first few weeks of our classes. I feel that this would definitely be a supporting strategy for learners who are significantly behind.
Capturing Quantities supports Mathematical Practice 2 by focusing students io consider the important quantities and relationships in problem situations, we are helping them develop their ability to reason quantitatively and abstractly.
The info-graphic from Fostering Math Practices site captures the flow of the routine.
We begin by giving students a scenario and asking
- What can I count or measure in this situation?
- An important quantity is…
- A relationship we know is…
- Create a diagram – how can I represent the quantity and relationship?
- Share with someone – ask, how did you represent? Then I did this… and explain your diagram.
- Together, come up diagram that best represents the scenario. Share diagrams.
- A gallery walk in a sense is where I visualize this – students are asked – Do you see the quantities and relationships in this? Where do you see the quantities and relationships in this?
- Then students are asked to meta-reflect…
This. This is what I struggled with as a student. How the heck do I make sense of planes, trains and automobiles leaving stations at different times going it different or same directions. I saw immediate value in this routine. Giving students the question stem – but now question and letting them make sense of it.
Juli shared the 3-Reads strategy also and it will be a part of our learning environment this year as well. However, for 9th grade students – CQ is a step in that direction – it is actually embedded in 3-Reads. Give students the scenario, removing the question stem.
- Read 1: What is the situation?
- Read 2: What do the quantities describe?
- What mathematical questions could you ask?
- Then add the question stem back and allow students to compare their questions with the actual.
Now to consider ways I can implement Capturing Quantities remotely. Sharing ideas, diagrams. It is doable. I just need to ponder it a little longer.