Burn the Math Workbooks!
Burn the math workbooks!
Okay, okay, I'm probably being a little over dramatic. We probably shouldn't burn all the math workbooks. Your administration would probably frown on that...
...and burning books in general is kind of a big 'no no'.
Allow me to modify that statement:
Don't treat your math workbooks like a life preserver.
Now I have used my math workbook as a life preserver. Guilty.
...And I do believe that there are real skills to be learned in a formal workbook setting (wincing...but said without duress).
Sometimes teachers fool themselves into thinking that they NEED the math workbook. I've been there. I've been a new teacher and sought out the familiar structure and safety that a only a prescribed workbook can provide. That's okay. A workbook can help you become familiar with the skills of your age group.
I've stuck to the same workbook for four years. I've seen some lessons succeed beautifully and I've seen some lessons burn in front of my eyes. Repeatedly. Year after year.
If a lesson does not work year after year, maybe.. just maybe... the problem isn't you as a teacher. Maybe it isn't your students. Maybe.... just maybe... it's the math workbook.
In truth, there are a lot of lessons that can be taught and learned through 'hands-on' exploration.
For instance, this week we worked on our final concert costume. We are making banana clay jewelry (we're going to be monkeys).
And because I believe absolutely in 'double dipping the chip' whenever possible, I decided to make this art lesson our math lesson for the day.
We kneaded the dough until we got all the air bubbles out.
Then we rolled the clay into a sphere. We can talk about shapes. What does a sphere look like? What are the properties of a sphere?
Then we divided big sphere of clay into six equal spheres. We can talk about number value. Can you count a set amount? How many more do you need? Can you make them the same size?
Finally, we rolled our spheres into cylinders. We can compare and contrast. What does a cylinder look like? What are the properties of a cylinder? How is it different than a sphere?
While this may seem overly simplified, it's been my experience that preschool age children make better mathematical connections when they are given opportunities to touch, discuss, and explore real world scenarios.
In a small fifteen minute session I reviewed many of the math concepts we had been talking about all year. AND we made awesome accessories for our End of Year Concert. AND (...oh yes, there is more), we completed our beading activity for our prescribed Fine Motor Book. Ladies and Gentlemen, I have officially TRIPLE DIPPED THE CHIP.
A self-congratulatory victory dance is needed, nay, compulsory for such actions--especially during the last couple weeks of school.
Drying smaller beads for our clay necklaces!
Until next time learning buddies!
Sam
Okay, okay, I'm probably being a little over dramatic. We probably shouldn't burn all the math workbooks. Your administration would probably frown on that...
...and burning books in general is kind of a big 'no no'.
Allow me to modify that statement:
Don't treat your math workbooks like a life preserver.
Now I have used my math workbook as a life preserver. Guilty.
...And I do believe that there are real skills to be learned in a formal workbook setting (wincing...but said without duress).
Sometimes teachers fool themselves into thinking that they NEED the math workbook. I've been there. I've been a new teacher and sought out the familiar structure and safety that a only a prescribed workbook can provide. That's okay. A workbook can help you become familiar with the skills of your age group.
I've stuck to the same workbook for four years. I've seen some lessons succeed beautifully and I've seen some lessons burn in front of my eyes. Repeatedly. Year after year.
If a lesson does not work year after year, maybe.. just maybe... the problem isn't you as a teacher. Maybe it isn't your students. Maybe.... just maybe... it's the math workbook.
In truth, there are a lot of lessons that can be taught and learned through 'hands-on' exploration.
For instance, this week we worked on our final concert costume. We are making banana clay jewelry (we're going to be monkeys).
And because I believe absolutely in 'double dipping the chip' whenever possible, I decided to make this art lesson our math lesson for the day.
We kneaded the dough until we got all the air bubbles out.
Then we rolled the clay into a sphere. We can talk about shapes. What does a sphere look like? What are the properties of a sphere?
Then we divided big sphere of clay into six equal spheres. We can talk about number value. Can you count a set amount? How many more do you need? Can you make them the same size?
Finally, we rolled our spheres into cylinders. We can compare and contrast. What does a cylinder look like? What are the properties of a cylinder? How is it different than a sphere?
While this may seem overly simplified, it's been my experience that preschool age children make better mathematical connections when they are given opportunities to touch, discuss, and explore real world scenarios.
In a small fifteen minute session I reviewed many of the math concepts we had been talking about all year. AND we made awesome accessories for our End of Year Concert. AND (...oh yes, there is more), we completed our beading activity for our prescribed Fine Motor Book. Ladies and Gentlemen, I have officially TRIPLE DIPPED THE CHIP.
A self-congratulatory victory dance is needed, nay, compulsory for such actions--especially during the last couple weeks of school.
Drying smaller beads for our clay necklaces!
Until next time learning buddies!
Sam
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