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Effective Planning Strategies for Mathematics Instruction in Kindergarten

Join Dr. Linda K. Griffith as she explores a process-focused approach to planning mathematics instruction in Kindergarten. This presentation emphasizes understanding the significance of process over product, showcasing how planning can intertwine multiple standards without the expectation of 'finishing' them within a unit. Participants will engage in discussions to identify relevant topics and units, analyze past instructional strategies, and learn about purposeful pedagogy. Discover essential practices and day-to-day strategies for successful mathematics instruction grounded in professional knowledge and formative assessment.

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Effective Planning Strategies for Mathematics Instruction in Kindergarten

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  1. Planning for CCSSM Instruction-Kindergarten Presented by Dr. Linda K. Griffith March 28, 2013

  2. Process vs. Product • The focus of today is to explore a process for planning mathematics instruction in Kindergarten. • The products that will be shown are only examples to show what products might emerge from the process. • None of these products are complete and they have not been field tested.

  3. Grain Size Phil Daro

  4. Phil Daro-Planning Chapters and Not Lessons

  5. Planning the Year • Focus and Coherence is not promoted by a checklist. • Focus and Coherence means you are working on many related standards simultaneously and one may not “finish” a standard in a unit.

  6. Need a 3-D Model • Topics (across the top) • Time (down the side) • Units (shading) – require narrative descriptions

  7. Example of Scope and Sequence

  8. Discuss at Your Table • What do you think the topics are for Kindergarten? • Describe the units in general terms.

  9. Compare • How does your first pass compare with the “sample”? • There is no right or wrong answer here.

  10. Unit or Chapter Planning • Begin with studying the “primary” resources. • Set learning goals for the unit. • Identify problems and or tasks that have the potential to reveal the mathematics embedded in the learning goals (primary and secondary resources).

  11. Phil Daro- Answer Getting

  12. Discuss At Your Table • Can you give examples of things we have done in the past in Kindergarten that were “answer getting strategies”? • What can we do instead?

  13. What is the Purposeful Pedagogy and Discourse Instructional Model The Research

  14. The Foundation • Jacobs, Lamb, and Philipp on professional noticing and professional responding; • Smith, Stein, Hughes, and Engle on orchestrating productive mathematical discussions; • Ball, Hill, and Thames on types of teacher mathematical knowledge; and • Levi and Behrend (Teacher Development Group) on Purposeful Pedagogy Model for Cognitively Guided Instruction.

  15. Day-to-Day Planning for Instruction • On-going formative assessment • Learning goals

  16. Step 1 • Write or select a problem or task that has the potential to reveal some mathematics that will help reach the learning goal. • What is the mathematics this task or problem has the potential to reveal?

  17. Step 2 • Anticipate what students will do that might be productive to share. • Remember there are productive failures.

  18. Step 3 • Pose the problem and monitor students as they solve. • Teachers role during this process is called professional noticing. • Requires that they have the teacher specialized content knowledge.

  19. Steps 4 and 5 • Select student work to share that would be productive. • Sequence the papers to share to help students make connections.

  20. Step 6 • Compare and contrast strategies and make mathematical connections (Discourse).

  21. Ms. White’s Kindergarten

  22. 8 Standards for Mathematical Practice • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

  23. What Others Have Done • New York • Georgia

  24. Remember • The process is what is important. • The handout contains samples of what products might look like.

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