To help her fourth graders solve challenging math story problems, Fairfax teacher Kelly Borally uses a staff-designed Problem Solving Journal to break problems into manageable parts.
“To solve a complex problem, kids need to analyze the problem and devise an appropriate strategy,” said Borally. “Once kids see the parts of a bigger problem, it seems manageable.”
At Oxford’s Fifth Grade Math Carnival, students had fun while carefully recording data and solving problems with a refreshing and inspiring enthusiasm. The Carnival, an annual event in Sean Sullivan’s classroom, culminated a unit on mean, median, mode and range.
“Kids devised their own games, came up with ideas, worked on them at home and occasionally talked to me to make sure they were going in the right direction,” explained Sullivan. “By the time they’ve created the game, taught it to their classmates, and figured out averages four different ways for each game player, the math really sticks with them.”
“One of my goals is to help kids get over their fear of having the wrong answer,” said Creel. “I try to create an environment where they feel safe to talk about the problem-solving process.” He may also ask a student who describes an equation clearly to stand on a chair and repeat it.
What’s your major?
Public relations.
How about your dream job after graduation?
To represent the Walt Disney Company, doing media and community relations.
Do you have a favorite memory or two from Boulevard Elementary?
My third grade teacher, Mrs. Axner, reminded me of Mrs. Frizzle from the Magic School Bus books. She turned science and history into adventures. In fifth grade, I went to France for two weeks in Boulevard’s exchange program. That was amazing.
What’s your major?
Photo journalism with a minor in French.
How about your dream job after graduation?
It feels like a dream, since journalism is undergoing such transition, but ideally I’ll make documentary photographs. I’d enjoy teaching French or translating. I want to travel! In fact, when this is published, I'll be studying in Avignon, France.
What’s your major?
Journalism.
How about your dream job after graduation?I’d love to write for a music publication. I’m especially interested in hip hop music and culture, and I’d like to review releases and write artist profiles. It’d be great to discover and introduce new music to a wide audience.
What’s your major?
Early childhood education.
How about your dream job after graduation?
I’d love to be a kindergarten teacher. It’s important for kids to have positive influences as early as possible, while they’re still young and impressionable.
Do you have a favorite memory or two from Gearity Elementary? Making friends. I went to Heights schools all the way from kindergarten through twelfth grade. Many of the kids I met at Gearity stayed my friends all those years.Psychology.
How about your dream job after graduation?I want to be a therapist or counselor, or work with a non-profit on behalf of animal welfare.
Do you have a favorite memory from Noble Elementary?I loved my kindergarten and second grade teachers. I enjoyed show ‘n’ tell, because we could bring in pets, and art and music.
What’s your major? Business management, with minors in political science and economics.
What’s your dream job after graduation? I want to go to law school and start a private practice. I’d also enjoy working in international marketing.
Do you have a favorite memory from Oxford Elementary? Many teachers really helped me. Playing soccer with Mr. Sullivan, my third grade teacher, got me interested in sports. My fourth and fifth grade teachers helped get me ready for middle school. Mr. Wells showed us many cool ways of approaching math.
I have a double major in urban studies and economics, with a minor in Spanish.
What’s your dream job after graduation?I’d like to help run a non-profit, maybe a food bank or shelter for battered women, and consult with large corporations on community outreach. I’m thinking about law school or a degree in public administration.
One size does not fit all in Angela Hoang’s first grade class at Gearity Professional Development School. She frequently assesses students’ knowledge and differentiates the lessons they receive. Hers is a classroom full of active learners, experiencing many targeted levels of instruction, each with its own richness and rigor.
Teresa Taylor-Ware, a second grade teacher at Canterbury, tells her students, “I’m going to give you a ‘tiny test’ of four to ten questions that will take five minutes and will tell me how to teach you better.”
Students know that the “tiny tests” don’t count for a grade, so they aren’t nervous about the outcome. Unlike a test that comes after completing a unit, these assessments are timed to help Taylor-Ware see more clearly how much of the material each student has mastered. The information allows her to target lessons to specific groups, either re-teaching or introducing new material where appropriate.