Author Archives: Beverly Ford
In our work at AIMS, we have opportunities to see many students do some pretty remarkable things. Sometimes we experience students doing exactly what we’ve come to expect them to do, but it is no less remarkable to witness. I’d like to share with you some of my experience with a student named Zada (pseudonym). She is a great example of a common behavior we regularly see in young children.
In my interactions with her, I am trying to understand what she knows about addition. Can she join two collections? What prompt might I need to give her to stretch her thinking? My goal is to potentially give her an idea that is appropriate for her math.
When I think about how I taught before understanding student adaptive pedagogy, I realized that told kids how to solve problems. I even tried to give them cute ways to remember the procedure. Now I just want to make a suggestion like, “Can you count them?” If it doesn’t make sense to them then that tells me something as well. Below you will find a video of Zada. What do you notice about her math? What were some questions or prompts I used?
Zada saw two separate collections and didn’t join them until I prompted her. This allowed me to understand her math sweet spot was to work on joining two visible collections. There could be lots of creative ways to do that. What would you do with a small group of Zada’s?
This blog is the second part of a multi-part series titled “Creating Centers in the Classroom.” You can read part 1 HERE. A couple of weeks ago, Brook wrote about working with the entire class to train them in the tasks you intend to use in your centers and then moving the tasks into the… Continue Reading
In this post, I want to talk about how I used math journals when I went back to the classroom. Using a journal has been around at least since I entered the teaching field 18 years ago. At the beginning of the year, I found myself swimming in student papers. I knew that I did… Continue Reading
Today I want to write about one of the simple ways my colleague Grace and I engaged our students in playful counting. One of the significant things I have realized after reading the research around student adaptive pedagogy is that our students are not counting enough, but that they don’t need more practice with rote… Continue Reading
In my last blog I talked about tasks I chose for my students based off of their mathematical thinking. I was able to do that because the research on student adaptive pedagogy developed a progression that allowed me as a teacher to look for some classic behavior. Last time I wrote about students who use… Continue Reading
In my last blog post, I talked about how Student Adaptive Pedagogy allowed me to meet the diverse needs in my classroom in a way that left my students and me feeling empowered. They were empowered as mathematicians, and I was empowered to use their math to support their academic growth. I mirrored teaching math… Continue Reading
I started teaching because I love to learn and I wanted to make a difference in my students’ lives. I quickly learned that what a child was learning could be academic, social, or simply personal growth. Learning is complex. Teaching is complex. As a teacher I was making so many decisions everyday. When I taught… Continue Reading
In my last blog post I talked about how reading the research on student adaptive pedagogy has given me a new lens in which to facilitate productive struggle with students. It has been so exciting to see the great effort that students will naturally put forth when a math task is in their zone of… Continue Reading
When I first heard the words “productive struggle,” I imagined the many times I have watched students struggle to learn a math concept. My heart has always been sensitive to the children that would have to work to learn an idea. Growing up, I had cousin to whom learning appeared to come very easily. I… Continue Reading
This week is my last in working in a first grade classroom every day. It is hard to say goodbye to the students. I have watched them grow so much in their math knowledge during our time together. I am more convinced than ever that the research we have read and come to know at… Continue Reading