District Connections
Number Talks allowed me to deliver a world-class education system for my students. The system is based upon student understanding, communication, and the deepening of conceptual learning which encourages students to more thoroughly question the how and why of mathematics. Number Talks strategy is designed to keep all students engaged in the learning process through collaboration and communication. Students are challenged by exchanging ideas, which take place through questioning and collaboration with their peers. Students are able to express different personal critical thinking strategies in solving word problems, which then provides other students the opportunity to engage in mathematical discourse.
21 st Century Skills
Utilizing Number Talks in my fourth grade classroom, directly reflects the 21st century skills a student needs in order to be a part of a dynamic learning environment. In order to challenge students, key skills need to be cultivated. These skills include, communication, critical thinking, creativity, and collaboration. My students have successfully demonstrated communication skills by being able to reason respectfully with one another and provide valid reasons as to why they agree or disagree. Through the process of Number Talks, students were often challenged to think critically when conferring with classmates. This process led to and promoted more independent learning and created an atmosphere which encouraged students to have an increased work ethic. Our classroom dynamic was centered on sound questioning to further motivate students' inquisition and made them think about math problems in relation to the world around them. In order to be a 21st century learner, students need to be collaborative. Using number talks is the highest form of being collaborative in math discourse. Students are able to discuss their thinking, questions, and concerns about mathematical concepts with their peers. My job as a teacher, became more of a facilitator when needed; ultimately students took charge of their own learning.
Five Core Proposition Connections
The National Board for Professional Teaching Standards has identified five fundamental principles which set forth a vision for accomplished teaching.
Proposition 1
"Teachers are committed to students and their learning"
Based on informal and formal assessments, from the beginning of the school year, I determined that my students needed strategies to become more independent problem solvers. I wanted my students to expand their thinking and to not just rely on my explanations. Often, our math conversations would conclude with me providing solutions to students' questions. I wanted to create a way for my students to learn from one another and feel comfortable sharing how they think and reason. I wanted to create a learning community where students freely exchange ideas and work collaboratively for a desired outcome.
Proposition 2
"Teachers know the subjects they teach and how to teach them to students"
From the beginning, I knew which area I wanted to target for my students' area of growth and improvement. After much extensive research, and consulting with building and college administration, I decided that using Number Talks was the leading strategy that would best fit their needs.
Proposition 3
"Teachers responsible for managing and monitoring student learning"
Managing my students' learning is a natural way of informally assessing my students' every day understanding. Managing and monitoring my students became more purposeful and meaningful when it became more structured. Creating an environment where students are asked to justify their thinking in a manner that is appropriate to the students' mathematical maturity enabled me to get a clearer picture of their level of comprehension. Assessing in this manner enabled me to improve my guided instruction and further facilitate student interaction, communication and comprehension.
Proposition 4
"Teachers think systematically about their practice and learn from experience"
One of the keys to my students becoming more successful was the necessity for me to spend time reflecting on my teaching and on my students' daily progress. Throughout this process, I read my students' math journals and spent time reflecting on their thoughts on how the entire learning experience was impacting them. By collecting data and reflecting, I was able to tailor their learning experiences, thereby, enhancing their knowledge and overcoming any of their possible misconceptions.
Proposition 5
"Teachers are members of a learning community"
Being an educator in the 21st century pushes me to be an active member of many learning communities. CADRE is a cohort of education professionals who strive to better their instruction through the process of collaboration with one another and utilizing the resources around us. The learning community fostered within my school district has afforded me the opportunity to surround myself with people who are genuinely interested in my improvement as an educator and push me to always be reflective in my teaching practices.
Nebraska Teacher Framework
Foundational Knowledge
Understands research-based instructional approaches, strategies, assessments, and interventions. Accepts responsibility for the growth of student learning, development, and achievement.
Planning and Preparation
Develops coherent units, lessons, and activities that reflect high expectations and enable each student to achieve standards, learning goals, and instructional objectives.
The Learning Environment
Establishes a collaborative learning community built on trust and teamwork that is consistent with and supportive of the full development of students as individuals. Establishes high expectations that cultivate each learner’s self-motivation and encourage pride in his/her genuine accomplishments.
Assessment
Develops and uses varied and appropriate assessments and accommodations based on instructional objectives and student needs. Uses both formative and summative assessments and the resulting data to inform instruction, monitor student progress over time, and provide meaningful feedback to each student. Uses strategies that enable students to set high expectations for personal achievement, and to assess, monitor, and reflect on their own work.
Professionalism
Systematically reflects on his/her own professional practice in order to bring about continuous improvement.
Vision and Collaboration
Actively participates in the development and implementation of the school’s vision, mission, and goals for teaching and learning.