EMT Teachers Participate in Math Studio Day

For the past two years, selected elementary math teachers have participated in intensive professional learning, designed by the district math coaches. This year's culminating activity was a Math Studio Day on April 24.  The teachers worked together to plan a lesson that encompassed the effective mathematics teaching practices that they have studied this school year. The teachers implemented this lesson collaboratively in one classroom. The lesson components consisted of a number talk, an investigative task, and a Math Congress where strategically selected strategies are shared by students to their peers.   The teachers anticipated student responses to the tasks and created question prompts to enrich or support the students.  Teachers closely monitored a group of students during the investigative task and posed the planned question prompts as needed. At the conclusion of the lesson, teachers participated in a debrief to determine the effectiveness of the lesson and share new learning.

Learning Targets for the day were:

• I can observe and reflect upon the collaboratively planned Studio Day math lesson.
• I can look for and provide evidence of the Effective Mathematics Teaching Practices embedded in a math lesson.

Regarding the Studio Day, Mrs. Sara Wessel, fourth grade teacher at Cahaba and EMT participant, said,  "(This experience) reminded me of the importance of collaboratively analyzing investigations to collect varying perspectives and  strategies related to the problems and the importance of using that data to anticipate strategies and compose effective questioning."

Mrs. Chrissy Mauldin, first grade teacher at Paine and EMT participant, wrote: “Studio Day was a great experience.  It was exciting to see all the components we have discussed in our Math Cohort Program in action.  We have amazing teachers in our system and it was wonderful  to see their teaching in action. Now I will be able to take that back to my students.” 

 

After observing the lesson, teachers debriefed and then visited other math classes for shorter walkthrough observations.  The afternoon was spent discussing the math curriculum, differentiating a grade specific math task for students, and reflecting on the year.  

This intensive professional learning has resulted in consistent implementation of the National Council of Teachers of Mathematics' Effective Mathematics Teaching Practices   https://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/What-Do-the-Standards-for-Mathematical-Practice-Mean-to-You_/ .  Information gained from surveying the participants of Trussville's 18-19 Elementary Math Teachers (EMT) shows high satisfaction and high implementation of the NCTM practices in the classroom.

One survey respondent wrote: "I loved learning about each piece of the (math curriculum) binder in depth. Taking a full day to learn and practice number talks, investigations, and congress was so beneficial. Being able to discuss with my grade level peers and how we each implement lessons was so practical. This was one of the most beneficial PDs I've had that I could implement the next day!"

Responding to what changes occurred in the classroom because of EMT, a teacher wrote: "My classroom changed so much. I felt that my (math) congress looked different between the beginning and end of the year and I got new philosophies and strategies for helping my students with fluency."

Other comments:
  "Absolutely, hands-down, best time spent in PD that was put into practice the very next day in my class!"

"I. LOVED. EVERY. SESSION. I truly embraced the brain science you presented and love that. I think it all starts there!"

Another teacher wrote in an email, " . . . I have grown so much as a teacher this year by being part of this process.  Teaching math has never been more fun!!!!!  The students depth of knowledge in math has been amazing to watch.  As teachers, we often short-change what our students are capable of learning, and the reality is they are capable of so much more!  As I grow in my profession, my prayer is that I always look for opportunities to expand my thinking to benefit my students.  Again, thank you for this opportunity."

We are thankful for the growth mindset of our teachers and their openness to try new strategies.  We are also thankful to have gifted math coaches, Monica Bramlett and Stephanie Rosetta.  A new cohort of math teachers will collaborate and learn together in 19-20.