My ImagineIt project have truly opened up my eyes to seeing that it is not so simple or easy to implement new things within a classroom. I have learned that it takes time and active participation from others for an idea to truly work in the classroom. More importantly, it has taught me that the way you see your project/idea looking at the beginning, it is not guaranteed that it will look that way at the end. As you dig deeper into the idea over a period of time, new things develop and some changes may need to be made. One must be prepared to make those changes!
My colleagues and students that were part of the focus group regarding the topic of writing in math, I asked of what ways did this idea impact them and their responses were as follow:
“Having students to explain their thinking and comment on their peers work, has truly given me an insight to their thinking when it comes to math” (teacher 1)
“Writing in math has allowed me to assist my struggling students that are too shy to speak out with their deficit, because I had a different way to communicate with them’ (teacher 2)
“Writing in math is not too bad, but I still sometimes get stuck on what I should write, but then I remember how you told me to just explain what I did and the reason why I solved a problem the way I did” (student 1)
“This reminds me of extended response” (student 2)
As I listened to their responses I was happy to hear how the teachers were beginning to see how math can be used as a communication tool and assessment tool. For the students, it was great to see how one student was able to make the connection of writing in math with something that they did before, extended response.
Some new strategies or ideas can be easily implemented into a classroom, however others will take time, revisions, and most importantly consistency. As I look at my original approach to writing in math, I just knew it would be an easy transfer into the math class since the students write in reading. However that was not the case. I also, figured just having the students journal will be sufficient, but it was not nor was it effective. Just as a teacher introduces a new concept to students; they use models, examples, and some direct teaching, that same process is needed when introducing a new idea to a classroom. As an educator we must stop automatically thinking just because students have been exposed to something, they will quickly catch on. This project has truly taught me to look deep into ideas that I am looking to implement in my classroom. Identify possible roadblocks that may come up, this can be done by discussing my idea with my grade level partners just to see another person's point of view. Know that everything is a process, it can not be done overnight; set a time line. Keep in mind the entire audience to ensure that every individual has an outlet into the idea.
My colleagues and students that were part of the focus group regarding the topic of writing in math, I asked of what ways did this idea impact them and their responses were as follow:
“Having students to explain their thinking and comment on their peers work, has truly given me an insight to their thinking when it comes to math” (teacher 1)
“Writing in math has allowed me to assist my struggling students that are too shy to speak out with their deficit, because I had a different way to communicate with them’ (teacher 2)
“Writing in math is not too bad, but I still sometimes get stuck on what I should write, but then I remember how you told me to just explain what I did and the reason why I solved a problem the way I did” (student 1)
“This reminds me of extended response” (student 2)
As I listened to their responses I was happy to hear how the teachers were beginning to see how math can be used as a communication tool and assessment tool. For the students, it was great to see how one student was able to make the connection of writing in math with something that they did before, extended response.
Some new strategies or ideas can be easily implemented into a classroom, however others will take time, revisions, and most importantly consistency. As I look at my original approach to writing in math, I just knew it would be an easy transfer into the math class since the students write in reading. However that was not the case. I also, figured just having the students journal will be sufficient, but it was not nor was it effective. Just as a teacher introduces a new concept to students; they use models, examples, and some direct teaching, that same process is needed when introducing a new idea to a classroom. As an educator we must stop automatically thinking just because students have been exposed to something, they will quickly catch on. This project has truly taught me to look deep into ideas that I am looking to implement in my classroom. Identify possible roadblocks that may come up, this can be done by discussing my idea with my grade level partners just to see another person's point of view. Know that everything is a process, it can not be done overnight; set a time line. Keep in mind the entire audience to ensure that every individual has an outlet into the idea.