I've taught 8 or 9 classes in using manipulatives when teaching math, and it would amaze you the number of teachers who were finally able to put their own math anxiety to rest. The first thing they realize is that it might not have been their fault that they didn't grasp mathematics, or even computation. When they see and use the manipulatives that are available today, including manipulatives for algebra, they say "if only someone could have shown me that it's all supposed to make sense!" I'm sure there are many other adults (although probably not many elementary teachers who tend to be verbally proficient more often than mathematically proficient) who would say, "Well, why didn't anyone tell me that geography textbooks (...) were supposed to make sense!" Brilliant thinkers such as Ellin Keene and Marilyn Burns and Bill Martin and many, many others have teased out common strategies which will help us learn; it's up to us to use them in a sensible way. We don't get to leave our brains at the door. Right, Renee?
On Wed, Nov 11, 2009 at 8:31 AM, Renee <[email protected]> wrote: > I am going to play Devil's Advocate on the manipulatives front: > > What about the child who can rattle off multiplication tables, or who has > memorized the steps for "borrowing" and "carrying" (in quotation marks on > purpose), but who has absolutely no clue what it means to multiply, or why > he/she is crossing out those numbers and writing in a smaller number/putting > a one next to a number? > > When I taught third grade, oh these many years ago, and adding and > subtracting with regrouping was actually part of the third grade standards > (not first grade), I spent the first six weeks of school with base ten > blocks, doing activities with trading and regrouping. > > Just a thought.... > Renee > > > > On Nov 10, 2009, at 7:00 PM, thomas wrote: > > I so agree!!! This describes what happens perfectly. >> >> sally >> >> >> On 11/10/09 4:13 PM, "Beverlee Paul" <[email protected]> wrote: >> >> A very wise college prof I had says, "Anything that can be used, can be >>> abused." >>> >>> I feel the same about cooperative learning a la those extremists or >>> extremists with math manipulatives, etc. My favorite example is from a >>> teacher in Colorado, who had a zap right as she heard herself say, "Boys >>> and >>> girls, shush up! No talking!! It's time for oral language!!!" I'm glad >>> she could laugh at herself and share because I think about that statement >>> a >>> lot. >>> >>> If you have to break apart a group functioning beautifully and assign >>> cooperative roles, think again. If you have to keep dumping out those >>> unifix cubes onto the table of a child who's trying to explain to his >>> near >>> neighbor how you can mentally do "that" in at least 2 different ways, and >>> "let's see if there's even another," think again. If you take a group of >>> book lovers who have come to you starving for literature to feed their >>> passion and who thoughtfully and collaboratively discuss at a higher >>> level, >>> don't get out the role sheets, for heaven's sake. Think again. >>> I agree with my old college prof. And we in education could do with a >>> little benign neglect in our teaching methods and a good pair of eyes and >>> ears to observe with. Sometimes our kids slip past us. >>> On Tue, Nov 10, 2009 at 10:41 AM, Stewart, L >>> <[email protected]>wrote: >>> >>> "In my experience, strategy instruction works. For all kids, not just >>>> strugglers. I do not believe it is only for struggling readers. I would >>>> like to see the list discuss what aspects of strategy instruction, as >>>> it is >>>> currently being implemented, turns kids off from the love of reading so >>>> that we can all learn what to avoid." >>>> >>>> I never meant to imply that only struggling readers need strategy >>>> instruction. Certainly all of my students need experience determining >>>> theme >>>> and author's craft, etc. But I think if I hear one more child say I can >>>> make a text-to-self connection and then make the most minimal connection >>>> to >>>> the text they are reading I may go crazy! I hear mind-numbing >>>> conversations >>>> and weeks of instruction on one strategy in multiple classrooms across >>>> multiple grade levels. I certainly think children should find ways in >>>> which >>>> they relate to text but that will come with more exposure to text and a >>>> lot >>>> more CONVERSATIONS with peers as well as teachers. Strong readers don't >>>> think about the strategies in isolation. Our school is advocating a >>>> model >>>> where the child reads with me in a small guided group for maybe 20 >>>> minutes >>>> once or twice per week and then reads their independent reading book, >>>> attempting to utilize the same strategy we discussed in guided and then >>>> writes about it in a letter to me. Sorry Fountas and Pinell...I just >>>> don't >>>> think that is what authentic reading is about. I don't follow the plan. >>>> I >>>> do pull guided groups, but afterwards my kids go back and read a book >>>> with a >>>> small group of their peers and talk about it and they may or may not >>>> discuss >>>> the strategy they practiced with me. Writing about reading flows >>>> naturally >>>> after conversations about reading. The teachers on this site all love >>>> reading and teaching reading. What about those teachers who don't? I >>>> think >>>> the model can be deadly and it is difficult to implement by even the >>>> most >>>> experienced teacher. I know that I am not supposed to have read the >>>> books >>>> my children are reading, but how can I comment and model if I don't know >>>> the >>>> text? So, I have five reading groups and they are all in different >>>> texts. >>>> I don't get a lot of sleep, but so far I don't think I've lost any >>>> future >>>> readers of America to the reading war and I am proud of that. >>>> >>>> Leslie R. Stewart >>>> (203)481-5386 X310 FAX (203)483-0749 >>>> [email protected] >>>> >>>> Be who you are and say what you feel because those who mind don't matter >>>> and those who matter don't mind." >>>> ~ Dr. Seuss >>>> >>>> >>>> _______________________________________________ >>>> Mosaic mailing list >>>> [email protected] >>>> To unsubscribe or modify your membership please go to >>>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org >>>> . >>>> >>>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >>>> >>>> >>>> >>> >> >> >> _______________________________________________ >> Mosaic mailing list >> [email protected] >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. >> >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >> >> >> When you have only two pennies left in the world, buy a loaf of bread > with one, and a lily with the other. > ~ Chinese Proverb > > > > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- "There is nothing so unequal as equal treatment of unequals." Chief Justice Oliver Wendell Holmes _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
