Professional Learning
If you believe that lives can be changed through the transformative power of education, then JOIN US! Whether you lead a state, a district, a school, a team, a classroom, you are here because you believe that you make a difference every day. You believe that the work you do to inspire your fellow educators and the students in your classroom(s) matters. And finding the support and camaraderie to celebrate and challenge you can make all the difference.
At KP Mathematics, our work centers on inspiring teachers and leaders to reimagine mathematics teaching and learning. And we invite you to join us in this endeavor…to be inspired and to inspire those within your sphere of influence to consider new ways of teaching, new ways of learning, and new ways of thinking. When I first transitioned from classroom teaching to coaching, it was my network of coaches from other schools that helped my gain perspective and expertise. That’s what we want to create here – a group of teachers and leaders eager to support one another in our individual and corporate pursuits.
As a person of influence, how do you go about ensuring you mutually equip and support those in your network? Here are three simple suggestions:
- Know Your Why: Take a moment to write down one to three sentences that describe why you do what you do every day. Write the final draft on a notecard, put it in an envelope, seal it, and write “for a really tough day” on the outside. Open it on a day when you find yourself questioning if this work is really worth it. And then share it with your network. I promise – your message to yourself will make a difference for you and for others. You can view the KP Mathematics “why-how-what” statement here.
- Find Your People: Find a community that you can relate to. A network where you find energy, positivity, challenge, and camaraderie. Online networks have the advantage of offering a variety of perspectives from a wide range of expertise. You can find such a group right here in the It’s All About Learning blog as well as on the KP Mathematics Facebook page.
- Explore the Mathematics: Join us in our mathematical journey as Peggy, the P in KP Mathematics, dives into the depths of the work we personally do. She’s exploring, journaling, and reporting what she learns as she examines the unique contributions made by KP Ten Frame Tiles and why this manipulative facilitates learning like no other. You can find her first journal entry by clicking here.
Here at KP Mathematics, we create innovative tools and strategies that fundamentally alter the way foundational mathematics is taught and learned. And through these tools and strategies, we substantiate our belief that empowered teachers make a difference…and empowered learning changes lives.
We are so happy that you’re on this journey with us. In the comments section below, please tell us a little about yourself and why you do what you do every day.
Kimberly Rimbey, Ph.D., works with teachers and leaders to develop system-wide change in mathematics teaching and learning.
Professional Learning
Ah! The first day of school — excited greetings between long-time friends, fearful glances from new students, wistful looks from parents dropping off their kindergarteners for the first time. So much emotion. So much opportunity.
Like you, I am an educator embarking on a new school year. In my role, I ask myself, “Will I do right by these children and the teachers who work with them every day? Will I provide the proper balance of challenge and inspiration? Will my goals for them help them grow and flourish?” Like you, I seek ways to continually improve my practice. Like you, I seek colleagues with whom I can share ideas and from whom I can learn.
In that vein, I invite you to continue the journey with us each week as we continue to build a community of educators — truth seekers of authentic, meaningful, inspiring ways to make a difference in the lives of children and those who teach them. Our particular context is mathematics teaching and learning, with a focus on the whole child. We discuss things that matter in our professional practice. We engage in professional dialogue, intent on supporting one another. We each become stronger as we share ideas and learn from one another.
I hope you will find this community to be a dynamic place of information, interaction, and collaboration – a network to turn to when you’re looking for ways to support those with whom you work, a place to engage in professional dialogue, a source of new ideas and strategies, a home to find colleagues who have your back.
We are here for you!
As we begin this new school year, let’s do it together. What are some issues that you, as mathematics teachers and leaders, think bear exploration and discussion? We are hoping that each of you will contribute an idea or two to our “Exploration Bank.” The Comment section below is the perfect place.
Kimberly Rimbey, Ph.D., works with teachers and leaders to develop system-wide change in mathematics teaching and learning.
Math, Professional Learning, Teaching and Learning
I get asked this question a lot. Everywhere I go, teachers are looking for how to make the best use of their math time.
First, let me answer by saying there is no silver bullet. There are many effective ways to structure your math block. The structure I share below reveals what I’ve personally found to be most effective for me and those I work with. Whether you’re teaching kindergarten or middle school math, these components really make a difference!
1. Daily fluency practice (5-10 minutes): In my classroom, this usually includes interactive card and dice games as well as solitaire activities for those students who don’t like competition. Fluency practice may focus on basic math facts, place value, fractions, proportions and ratios, or properties of operations. This time is used for pretty much anything I want my students to be fluent with, with an emphasis on mental math and reasoning.
2.Mental Math/Problem of the Day (5-10 minutes): I love to begin the content portion of the day with a word problem that pushes students to focus on math concepts with which they aren’t yet fluent. For example, I’ll present a division problem involving dollars and cents prior to students learning the standard algorithm for decimal division. This pushes them to use a variety of strategies.
Another great use of this time is to engage the students in mental math work. Of course, my favorite is Sherry Parrish’s Number Talks.
3. Whole Group Instruction (10-30 minutes): Note that “whole group instruction” does not necessarily translate into “direct instruction.” This time may be used
- to build anticipation.
- to review prerequisite skills.
- to “set up” an inquiry-based exploration and let students do the bulk of the talking.
- to demonstrate new learning stations.
The point is that learning is a social endeavor, and I want to use the whole-group time to build the notion that we are all in this together.
4. Small Group Work & Independent Practice (20-30 minutes): Students work in small groups (and sometimes independently). Throughout the week, they rotate through four or five activities that focus on the content at hand using a variety of learning modes. For example, if we’re studying fraction multiplication, I may have
- one center that uses pattern blocks,
- another with a number line activity,
- a third with a fractions game,
- a fourth with independent work, and
- a fifth with interactive notebooks.
The students rotate to a different station each day. During this time, I pull small groups of students, a couple from each rotation, to work with me on interventions or enrichment, depending on their needs. I personally promote the Guided Math approach – here are some great resources.
5. Closure (5 minutes): Think formative assessment. What can you ask the students to say or do that will indicate that they met the day’s objective? This may include a ticket-out-the-door, a response board solution, a simple reflection, or a quick series of hands-up-multiple-choice questions. Whatever you do, don’t skip your closure. THEY should be assessing their progress – immediate feedback is hugely effective in helping students retain learning.
So…does anything here resonate with you? How do you structure your day? How might you incorporate one or more of these ideas into your work with students? Please join the conversation by leaving your comments below. I love hearing from you!
