Math
Math begins about 15 minutes before recess, and for 1 hour afterward. We've discovered that splitting up the lesson to be covered in-between recess and a small snack greatly improves concentration and performance. The first small chunk of time is reserved for going over the calendar, day of school count (which includes various quick review questions covering numeracy), and the lesson's Math Message. The Math Message serves as a quick warm-up and review of previous content, which gets students in the right state-of-mind to start learning math.
The East Lansing School District has adopted the very intensive Everyday Mathematics (EDM) curriculum, which employs a spiral strategy of teaching content (meaning that students are exposed to several important mathematical concepts, which are then revisited over a period of time.) The program encourages extensive group work, so we've established expected norms and paired students together in such a way so that they're both able to learn from each other in different ways.
During my year-long internship, I co-taught a unit at the beginning of the year and taught 2 other units independently. I also created and facilitated several different math activities for students to explore concepts that coincided with lessons taught in a particular unit.
During my year-long internship, I co-taught a unit at the beginning of the year and taught 2 other units independently. I also created and facilitated several different math activities for students to explore concepts that coincided with lessons taught in a particular unit.
Pair work has been a great benefit to our classroom community. First, it has served as a way for students to be accountable to one another: Partners make sure they both understand concepts, and help each other when they do not. We've seen countless examples of students acting as true teachers: Explicitly explaining, and using resources when necessary. The student being taught benefits from one-on-one instruction by a peer, while the student who is teaching benefits by reinforcing ideas and reteaching them in his or her own words.