Creating loving learning environments that encourage critical thinking, equity, and a lifelong learning mindset is a tall order, even for seasoned educators who come to the classroom every day prepared to pivot. Educators partnering with the Institute for School Partnership at Washington University in St. Louis (ISP) had their mettle tested in new ways by COVID-19, but stayed grounded in the work, more committed than ever to ensure that young learners have the opportunity to thrive in the classroom and beyond.
Stories in this newsletter feature educators who demonstrate resilience and a willingness to embrace new approaches to math learning that keep students curious and included.
Mud pies, math and mess with meaning
ISP and University City school team up to boost early childhood math learning
Even when their play is mud-pie messy, preschool children are learning skills they need for socializing, language, and math.
“Young learners are capable of higher-level thinking, and much like adults, they appreciate authentic work,” says Corrie Hamilton, a teacher at Julia Goldstein Early Childhood Education Center (JGECEC) in University City, where plans are underway for a mud kitchen. Complete with pots, pans,water and other ingredients, the new outdoor classroom will give the Center’s three, four and five-year-old cooks a space for garden and kitchen play that not only has universal kid appeal, but also provides a way to start talking about concepts like fractions.
“Talking about ‘half-a-cup’ and discovering that two halves make a whole is fraction work, and we can build those concepts into conversations and play in a natural way,” says Hamilton. “We are creating the framework that establishes what it looks like to be a strong math learner.”
For some reason, the 40 fourth graders that Kristen Buescher co-teaches this year at Parkwood Elementary School are finding cows hilarious.
“Their collective obsession with cows has bonded the group, so we’re going with it,” Buescher muses. “We really try to build opportunities that bond students to one another and to us. Laughing while you’re learning takes the pressure off, and infuses some fun, especially for math.”
Lightening the mood for math learning is just one way Buescher works to build confidence in her students through personalized learning. She’s honing her craft with 1:1 math coaching support from ISP Instructional Specialist Wendy LaRose, as part of a pilot involving 15+ teachers from the Pattonville and University City School Districts.
The Math Coaching pilot provides ISP an opportunity to connect more deeply with teachers beyond the traditional professional development model. The feedback thus far has been a thumbs-up from teachers, who demonstrate a will to power through despite COVID-19.
“One teacher told us that the coaching opportunity helped her keep pushing the kids, even though she felt defeated by the pandemic. It’s wonderful when teachers are really surprised at what their students can do,” says LaRose. “For teachers to see kids coming up with more than one way to solve a problem when they are given a high-level task is very fun.”
Improving math confidence and outcomes with district-wide immersion
ISP joins three area school districts for deep dive into math teaching
There are no worksheets in Rachel Thomas’ sixth grade math class at Ritenour Middle School.
They don’t memorize formulas, either. Even more impressive is the way students rally around one another as they tackle the latest high-level math problem that Thomas has thrown their way. They’re in this together.
“The focus on high-level tasks has really changed my classroom,” says Thomas, a nine-year teaching veteran who switched from fifth to sixth grade right before the pandemic. She admits that getting everyone reacquainted with in-person learning at the top of this school year took a few weeks, but the students hit their stride early on, thanks to changes she’s made to their work. She didn’t make it easier. Instead, she’s intentionally made the work more complex and challenging. Upping the ante was just what they needed.
“When we break out into smaller working groups, I walk around and hear their conversations. They really are teaching one another,” says Thomas. “If they see a classmate struggling, they reach out to help. The students really want to see each other succeed.”
Thomas credits the positive shift in her classroom to her district’s embrace of math teaching through high-level tasks. The welcome change was ushered in through a district immersion effort spearheaded by the Institute for School Partnership. The STEMpact District Immersion project is energizing math teaching teams in the Ritenour, Mehlville and Maplewood Richmond Heights School Districts.
The Institute for School Partnership is Washington University's translational arm for educational impact. The ISP partners with schools and districts to build capacity for school transformation through new approaches to leadership and deeper learning experiences for all students and educators
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