I love reflecting. I reflect after every lesson I teach, after a full day’s worth of lessons, after finishing a project, after finishing a parenting task, after everything. I truly believe that I can use reflection to improve my teaching and to improve student learning. Here are my “Big thought” reflections on the guided inquiry process.
Collaboration: Collaboration is key. While at the GID Institute, at CiSSL this summer, I was able to plan with a regular education teacher and the school media specialist. We worked very well together. We all three wanted to be there and had a goal in mind. When you make your GID team, you need to make sure everyone has bought in. You will struggle. We struggled. The regular education teacher had to take the perspective of teaching 150 students per day and what she could do with that. I had to take the perspective of the special education teacher and play devils advocate for my students who may not be comfortable with some of the activities or ideas that we had due to their disability. The media specialist was able to give us a completely different perspective and moderate conversations. This make up was key. We were able to give each other different viewpoints and constructive feedback. We worked no less than 45 hours on this unit, that would only last two weeks.
Challenges: We started this unit on day 4 of school. We started this unit with freshmen. It was very easy to get them hooked. They wanted to write and discuss the concept of balance and how things related. They liked exploring with the stations and working in the room as well as the library. It was great to be able to give them non-math tasks. The students were excited to choose their own topics for researching and making connections. Honestly, the first 7 days were great and going just as planned. Once they had their topic, they struggled. All of the students were able to connect balance to their topic, but found it very difficult to connect it to math. The media specialists, myself and my co teacher all had to work with students one on one questioning them through their progress. It was exhausting. These were probably some of the most inspiration and draining days of my teaching this far. Students wanted us to give them the answers. They expected us to lead them in the right direction. We held strong and let them work through their frustrations. It took an extra day or two for them to actually get facts and information gathered and their thoughts together. Once that happened it was presenting time. We left the options for presentation open, and this lead them to have a lot of anxiety. Many did not want to present. Many did not want to complete a project. Many were so tired of the loosely structured classroom that they were unwilling to persevere. They did though and we came up with some great products.
Rewards: We had several students who would not have been interested in math rapping about math. One student was so very excited that he could use this as an excuse to learn coding skills to talk about a career in coding and how it relates to math and balance. We had students coming out of their shells and presenting. We also had students who were not usually interested in math, that were now excited to come to class. So while the concept wasn’t grasped by all, it had a huge positive impact on the students.
Recommendations: I would recommend this unit to any math teacher. Balancing equations can be used at almost any grade level. I do not recommend doing it in the first week of school. I would say you need to have structure, routine and respect in place before moving on and starting this lesson. Having a “background” of structure and allowing the students to get to know us for longer would have helped tremendously.
High School SPED teacher/ Assessment Coordinator
Hello again, and happy Wednesday.
We started our GID unit on solving equations on day 4 of this school year. We knew we wanted to complete a unit on solving equations, and we knew we wanted to set the idea of GI in the student minds from the start.
We introduced this lesson with two co-taught algebra 1 classes. Each class was made up of 26-30 students, with around 10 special education students in each. The class was co-taught by myself and another teacher whom I’ve been co teaching with for three years. We were comfortable enough with the flow of the class and with trusting each other, that we knew we could try this. If you want to try GID with a co-taught class, I highly recommend it. I also recommend it be with co-teachers that are great at planning and communicating with each other.
I have attached ( I hope) the link to the power point that was used for this unit. I started to explain to you guys exactly what we did each day and what made it different, and then realized you should be the ones experiencing it. You should be the ones to look and see if anything catches your eye or interest. Within the powerpoint you should be able to see the notes at the bottom of each slide. These notes kept my co teacher and I on the same page throughout the lesson. These notes also allowed for us to have a place to differentiate and change the plan , like a working document, throughout the entire unit.
Please look through the powerpoint and ask any questions. We have had another class, college prep math, complete this same unit. I would love to answer questions so that you can become comfortable implementing this design in math classrooms. Any questions asked will be answered in Friday’s final post with my overall, super honest, reflection about the unit.
Have a wonderful tail end of the week!
Hello GID fans!
My name is Amanda Biddle. I work at Henry Clay High school in Lexington, KY. Henry Clay is the largest high school in Kentucky with about 2, 400 students from grade 9 to 12. I am currently the building assessment coordinator, however I was, and will be again, a special education teacher in our building. I have two lovely little boys, 6 and 2.
I have experience teaching special education in all subject areas in elementary school, special education in middle school, and special education algebra and geometry in high school. I have a passion for working with students who are struggling learners and finding ways for them to learn how they learn best. I believe that each student can be successful if they are given the right tools and encouragement.
I was introduced to Guided Inquiry through my husband, who is a social studies teacher. While completing his masters program in library science, he had the opportunity to study and implement Guided Inquiry. He started with advanced classes and worked his confidence in to the general education, co taught classes. It was through long nights of planning his lessons and unit together that I started to understand how this model of teaching and learning could benefit, my then language arts students who were in special education. I was able to take his knowledge and work with him to form a unit on guided inquiry. That was three years ago.
After my year as a middle school special education language arts teacher, I transferred to Henry Clay high school, and started teaching math as a special education resource teacher and a special education co teacher in math. My first year as a high school teacher, I rarely thought about GID and did not implement any units or lessons as I wasn’t comfortable with how it would be implemented in the math classroom. However, my second year, I was introduced to another math teacher who was implementing at least one GID unit each semester. It was amazing. I was also very motivated to make this work for my students. I attempted my first math GID unit at the end of last school year. (May 2016)
Once the librarians, other math teachers and I started working together and really looking in to GID and how it could benefit our students, we were able to sign up for the GID Institute at Rutgers this summer. We formed a team of 1 math teacher, 1 English teacher, 2 librarians and me, the special education teacher. Going to the institute and working 45+ hours on one unit was exhausting, but worth every minute. I was able to come back this school year, ready to start the year by giving students a new perspective on how they can learn and explore math.
I am excited to be a part of this 52 week challenge.
See you tomorrow,