Part 1

So I decided my first in depth blog post will be on math, specifically,
teaching the Common Core standards with the Go Math series.  I’ll be upfront:  I am not a fan of the Go Math curriculum and
I don’t think I’ll ever be.  That said, I
still have to use it in one way or another. 
My district has provided professional development in math with inservice
days on Direct Instruction (think steps) and in Lesson Study (think teachers
collaborating about how to teach math). 
I believe that both have valuable insights for thinking about teaching
the common core standards in math.  So
these initial blog posts will be a record of my experimenting with new ideas,
paradigm shifts and the very frustrating Go Math series.

            About 8 weeks in the new school
year, my class is now on Chapter 3 of the Go Math (Multiplication
Concepts).  The first several weeks were
a struggle to use Go Math with addition and subtraction.  Then we went on to Data and Graphing.  A little better, but still a struggle.  So that is when I decided that I needed to
change the way I’m teaching math. The Go Math series is no help.  Direct Instruction helps some, but it can not
get students to think critically and EXPLAIN their thinking.  So I fell back on what I learned in Lesson
Study.  For those unfamiliar with lesson
study, it is a professional development model in which a group of teachers
collaborate to design a lesson. Then one from the group teaches the lesson
while the others watch and collect data on the students (not the teacher).  Then there is a debrief with the group and a
discussion of the data collected.  Now,
this is not useless data that we have to collect to share with district
administrators.  This is data gathered by
observing student responses to the lesson: recording conversations, noting
strategies used, examining student written responses, etc.  The insights gained from the data help
teachers reflect on why students responded how they did and what needs to
change for the next lesson.

            The Lesson Study Approach comes to
us from the Japanese (Here’s an excellent in depth explanation:  http://www.rbs.org/SiteData/docs/yoshidaoverview/aeafddf638d3bd67526570d5b4889ae0/yoshidaoverview.pdf).  The most interesting aspect of Lesson Study I
learned was that the Japanese use an approach to teaching which is the complete
opposite of most American classrooms. 
Instead of a gradual release of responsibility model that most of us are accustomed to using (I do, we do, you do) they use the following
approach:  You do, You all do, We
do.  What? You say!  Yes, they make the students figure out a problem
on their own FIRST, then work with a partner and then the teacher does it
together.  With that in mind, I am
completely teaching the Multiplication Concepts unit from the Go Math this
way.  I may not be doing it exactly as
the Japanese model, but I have seen dramatic increases in student motivation,
involvement, persistence, and more critical thinking.  Stay tuned for Part 2 as I show you the first
lesson I tried with this approach.

Share:

2 Comments

  1. Debbie Crockett
    October 14, 2014 / 2:10 pm

    Loved reading about your math lessons. The Japanese approach sounds very backward, but I'm anxious to hear how it works for you. Debbiehttp://www.crockettsclassroom.com/search/label/card%20game

  2. Two Boys and a Dad Productions
    October 15, 2014 / 2:54 am

    Yes, when it was explained to us that the Japanese taught math this way we were intrigued because it completely went against everything we have been trained to do. But I think the Japanese way has merit: force the kids to struggle to find solutions. The learning is in the struggle!

As always, I welcome your thoughts and suggestions!