They reflected online using sentence stems to help them describe the learning and the practice specifically, and to make direct links between instruction and learning. Lab teachers ran their number talks and participants either observed in person or watched the video that was uploaded to the Tch Teams group. While there was in-depth support behind the scenes of the actual Blended Studio day, for the participants, the process ran quite smoothly. For our first Blended Studio, this was a good choice, as it allowed teachers of all math content areas and all grades to study the same practice. The team decided that they wanted to focus on number talks in order to study if this would help all students strengthen their mental math skills, as well as be able to talk about their mental methods. During her curriculum alignment PD, she modeled an exploration math lesson that included a number talk as a class opener. The focus was identified by the team when our math consultant visited three weeks prior. In May of 2016, we piloted our first Blended Math Studio.
#Any plans for mathstudio professional#
Could we actually do studio if it took the form of blended professional learning, where teachers collaboratively plan and teach, record video of teaching and learning, reflect both face to face and online, and make shifts to improve instruction, all inside their regular teaching day? Could we do it completely without subs while still supporting teachers in this work together? Listen to our podcast below to find out how we succeeded, and keep reading for additional explanations and resources. With our district's focus on moving toward a 1:1 model and blended learning environments, I began to rethink how we provide PD, specifically studio. The team was willing to try something new in the face of these challenges and I was ready to take a risk with them.
Working together with this PLC, these two challenges became our buddies. Unfortunately, because the district was extremely short on subs this year, a traditional studio model, our district’s PD strand for studying instruction, was not an option for PD around instruction.
#Any plans for mathstudio how to#
They wanted to focus on how to teach the new curriculum, not just how to design benchmarks. This year, when our high school math PLC was mid-year and knee-deep in curriculum alignment, the teachers I coach shared with me that their alignment PD, although good work, felt disconnected from what was really happening in the classroom instructionally. And let's face it, professional development is just plain challenging for all those involved. So when teachers say that professional development is disconnected from the reality of the classroom, you have to listen. Planning and facilitating professional development is a humbling experience, especially if you invite and listen to feedback.
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