Developing a Blended Math Program

In the past few years I have written a lot about developing a blended math program.  At this point, potential tools and materials are abundant, and the pressing questions lie in the areas of strengthening the program so we are using the best materials, tools, routines, activities, and projects to effect engaging, empowering math learning.

As a classroom teacher, how do I blend all of these components into a solid, effective program?

Curation
First, I have to think about curation.  There's been a lot of talk and debate about what math materials are the best and how we identify effective math tools and practice? Currently, my best answer to this is that I look for tools that have many of the following criteria. Note I am using the word "tool" in the broadest sense to mean any material (online or off) that supports students' math learning.

• Engages Students: children want to use the tool, and are motivated to use often.
• Provides Meaning: the tool brings meaning to students' mathematical work.
• Accurate and Precise: the tool uses accurate mathematical language and information.
• Fosters Differentiation and Personalization: tool provides multiple paths to math learning.
• Just Right Challenge: the tool is not dull, but instead challenging 
• Blends models, equations/expressions, and words: to build meaning
• Collaborative: the tool works to foster and contribute to apt student collaboration.
• Provides Effective Feedback: feedback that inspires, motivates, targets, and teaches.
• 24-7: Tools which can be used in and out of the classroom.
• Efficient: Tools that are quick, and easy to access. 
• Results in Effective Learning
• Promotes Systematic Thinking and Problem Solving: : the tool engages children in mathematical thought and problem solving.

I want to reach out even more to colleagues to learn about the great tools they're using to effect math success in their classrooms. The more we share our best tools and practices, the better service we'll be able to offer to all students. 

Expectations

Next, I have to think about expectations. What are the system, state, and national expectations for math education. What are student and family expectations for math learning? What do I expect? The expectations as I understand them include the following:

• the development of a comprehensive foundation of math skill, concept, and knowledge for every student 
• engaging activities that include substantial teacher guidance and feedback.
• teach all standards with depth
• provide personalization and differentiation so that every child is coached to his/her best potential and math development during the year 
• know and understand the standards, content, and process well
• create a math classroom with multiple, well organized, accessible tools and spaces for math learning

Teacher Preparation

After that, there's the preparation including a complete understanding of the standards which includes:

• review all math standards with Khan Academy and related books and conferences.  
• regular review of current math information via blogs, threads, math periodicals, and researched articles. 
• review all information related to the common core standards, the PARCC testing requirements, and other state standards. 

Program Assessment and Scope and Sequence

• review current scope and sequence related to math.  
• review students' final assessments, and determine next steps. 
• determine more ways to provide students with the independent support and targeted learning opportunities they need via multiple learning paths including paper/pencil, games, explicit teaching, problem solving, online work, and more.

Classroom and Student Preparation

• rework my class math resource area by organizing and labeling all math tools
• create an environment that has multiple go-to reference posters to inspire and inform
• review and update all online math resources such as the class math resource website, math learning lists, passwords and more. 
• create summer math study cards for students that include online passwords for math practice games and sites, and offline math learning suggestions.

Program Components

Create a math learning routine and schedule with collaborating teachers that includes the following:

Math Dispositions and Learning to Learn

Start the year with a "learning to learn" unit where students learn that they truly have the capacity to learn any topic or subject they desire to learn, and all it takes is an "I can do it" attitude, advocacy, practice, thought, and perseverance. Also dispel the untruths related to math learning that pervade our environment--attitudes such as "you're either math smart or you're not," "math is boring and dull," "I can't learn math," or "my family doesn't do well with math."

Response to Intervention

As much as possible advocate for a five-day a week, 30-45 minute numeracy pull-out program with skilled teachers to support our most at-risk, tier three math students, students who fall one to two grades below the expectations of the grade level.  Also seek to build in apt interventions for students at tier two, core, and enrichment students during the same 30-45 minute numeracy time. I'd like to build in more formative assessment in this regard so that the interventions continually meet the objectives set.

30 Minutes Numeracy Block

This year we typically gave math about 90 minutes a day.  I think this was perfect for fourth grade, and would like to continue the effort.  The numeracy time included lots of games and personalized, differentiated, grow-at-your-own rate numeracy practice, projects, and activities. 

Core Program Components

The core program is a sixty-minute a day program that follows a sequence of learning events for each math unit. A math unit roll-out usually includes the following components:

• Unit introduction, vocabulary building.
• Use of manipulatives, model making.
• Multiple teaching voices: videos, peers, visiting teachers. . .
• Explicit teaching: focus lessons
• Paper/pencil practice.
• Problem solving with a focus on the Standards of Mathematical Practice.
• Online/offline games and activities.
• Formative and summative assessments.
• Small group, partner, independent work.
• Lots of teacher coaching and feedback.
• Grow-at-your-own rate, quick feedback online learning programs such as Xtra Math, Symphony Math, and Khan Academy.
• Review of past concepts and skills. 

Home Study

As much as possible math homework allows students to follow an online menu of mostly quick-feeback math activities including Khan Academy, That Quiz, and Xtra Math.  Students also watch videos to prepare for upcoming lessons, review concepts, and study vocabulary.  Hands-on activities and projects are sometimes assigned too.  I'd like to grow the differentiated, personalized aspect of home study more, and I'll think about that over the summer.

Math Tutors and Boost Programs

Several students benefitted from Boost programs this year.  Next year I'd like to ask for a regular update from the Boost program so I can incorporate that information into my coaching and feedback related to specific children. I'm also wondering if a mid-year re-look at the Boost program participants and progress would be helpful as sometimes you notice dramatic learning shifts with regard to specific students during the year. I also want to know upfront which of my students receive help from math tutors and special programs so I can think about how I can use that information to better serve the students.

The Friday Test
With the knowledge of the fact that effective feedback is one of the top ten elements when it comes to teaching students well, I want to give a test each week to help students' build their attention to detail, independent work, and thinking skills.  I will correct the test each week and provide targeted feedback. I always say I am going to do this, and then when other parts of the curriculum dominate, I don't follow through.  Next year I hope to follow through with this as it is very important to students' success with math. 

Preparing for, delivering, assessing, revising, and developing strong math programs is a big job for all members of the learning community.  I'm wondering if I'm missing any components as I create this list--components which will help me to serve my students better. If you think of any, please let me know.