Chapter
4 of Guided Math: A Framework for Mathematics Instruction
by Laney Simmons focused on whole-class instruction. The author discussed how whole-class
instruction is an essential component of Guided Math, but the key is in using
it effectively. Unfortunately, in many
classrooms, whole-class instruction takes up the bulk of instructional time. I
think that many teachers believe whole-class instruction is the best use of
their time because it allows for more students to be instructed for a longer period of time. However, because
students are rarely at the same level and hard to keep attentive for long
periods of time, it actually ends up wasting more time than it saves.
Since
I began using a flipped mathematics classroom, the time that I use for
whole-class instruction has significantly decreased. The video lessons act as the whole-group
instruction for my students. The videos
I create for students follow a similar framework as the one suggested in the
chapter for mini-lessons: making a
connection, teaching point, active engagement, and link to student work.
Most of whole-class instruction time in my classroom is used in one of three ways: discussing OYO (On Your Own) problems from the previous evenings lesson, review/test prep, or games. Reviewing the OYO problems helps me to see which students need further instruction on the skills taught during the mini-lesson. This short formative assessment allows me to determine who to spend time with individually or in small groups. Most whole-group review/test prep happens close to testing time in the spring. (While I don’t feel that it is the best use of class time, it is one of the necessary evils that go along with preparing for state standardized testing.) We also spend a significant amount of whole-group time playing games that relate to the skills or concepts being taught. To see an example of how I use games in my classroom, check out my post on integer games.
Another
idea that really stood out to me from the chapter was the use of an
anticipation guide to begin a unit. I
love the idea of building up students’ curiosity for the unit and allowing students to go back and see what they actually learned. (Look for some anticipation guides for 6th
grade math standards to start popping up in our Mastering the Middle TPT store
this summer!)
The
other idea that intrigued me from the chapter was the use of KWL charts for
problem solving. Our school improvement
team has been discussing how to engage students in problem solving throughout
our building instead of students just encountering it in their mathematics
classrooms. I am loving the idea of
using KWL charts for problem solving and think that it is a simple enough
process that teachers of different content areas could easily work with and
adapt it to fit their needs. I started
researching this idea a online and found some great information. Below is a short video tutorial I found on
using a KWL chart for problem solving.
Another
week, another giveaway! Be sure to enter
to win and check out the other great posts over Chapter 4 in the Guided Math
Book Study for more chances to win.
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