Collab Lab 12 Recap & Notes

Middle School Math – What should we be trying?

Yesterday’s Collab Lab was a joint effort with Milwaukee Succeeds.  We pulled together a small group focused on middle school math– what factors lead to student success and what gets in the way.  We’ll reconvene the group in October as they work as a cohort to implement the strategies we discussed. Notes from our session are below.

If you’d like to participate in a Math cohort like this, please let us know:

A visual recap of the discussion from Collab Lab 12 on middle school math.

Contributing Factors

Strategies

High quality instruction*

  • Procedural vs. conceptual knowledge
  • Real world application
  • Productive struggle
  • Engaging/interactive content
  • Project based learning
  • Teacher approach
  • Facilitating math discourse/connections
  • Culturally responsive practices
  • Clear objectives
  • Small group instruction
  • Student-centered
  • Differentiation
  • Student goal setting

Committed leadership*

Teacher support (coaching/mentoring)

Culture of taking risks and experimentation

Parent engagement/advocacy/attitude

Curricula

Common Core State Standards

Cross-sector collaboration and best practice sharing

Math enrichment programs

  • Coding

Growth Mindset of principals, teachers, parents, and students

Role models mirror students

Increase discourse in math class

  • Begin math discourse in early grades
  • Track student responses to ensure equity
  • Provide wait time
  • Try “Bounce back”
  • Use “Turn and talk”
  • “I notice, I wonder” stems
  • Pose open ended questions
  • Setting up the physical space to promote discussion

Build committed leadership

  • Brookhill (One day PD to show quality instruction)
  • Schools That Can Milwaukee

Predict where students may struggle and set them up for success

Continued Learning for teachers:

 Hindering Factors

Student and/or teacher fixed mindset*

Teacher content knowledge

Math licensure

Communication/language barrier

ACEs

Curricula

  • Low quality
  • Lacks rigor
  • Frequent changes
  • Lacks cultural responsiveness

No K-12 math scope and sequence within schools, districts, and/or the city

Metrics can be misleading

  • Emphasis on certain metrics (standardized tests or STAR)
  • Alignment between curricula and assessments
  • Data not triangulated

Teacher evaluations

Prior school experiences of students

Student motivation

Challenges at home

Students living in poverty

Reliance on computer instruction

Prior school experiences of adults

Lack of resources in the classroom

  • Technology
  • Materials

Absence of early interventions

“Tracking” students

Key:

Items discussed by the group
Items that were noted but not discussed
* designates strong support around the factor