AAPS’ new Elementary Mathematics Learning Lab offers classroom teachers a unique opportunity to observe effective elementary math practices firsthand.
Led by a team of experienced elementary math coaches, this lab is designed to provide valuable insights and resources aimed at enhancing teaching methods and supporting student learning, says Tony Stamm, the district’s Curriculum Coordinator for Elementary Math and Science.
The session structure consists of group learning activities followed by a classroom observation segment, where participants will witness these practices in action with a host teacher. That’s followed by a reflection session for participants to discuss key takeaways and insights from the observation. The host teacher will also share the lesson objectives and goals during this session.
Stamm says this collaborative learning experience aims to foster professional growth and improve teaching practices in elementary mathematics.
What exactly is AAPS’ new Elementary Mathematics Learning Lab?
Our Elementary Mathematics Learning Lab offers classroom teachers a unique opportunity to observe effective elementary math practices firsthand. Led by our team of experienced elementary math coaches, this lab is designed to provide valuable insights and resources aimed at enhancing teaching methods and supporting student learning. The session structure consists of group learning activities followed by a classroom observation segment, where participants will witness these practices in action with a host teacher. Subsequently, a debrief and reflection session will take place, allowing participants to discuss key takeaways and insights from the observation. The host teacher will also share the lesson objectives and goals during this session. This collaborative learning experience aims to foster professional growth and improve teaching practices in elementary mathematics.
Agenda:
- Introduction and Group Learning: We’ll kick off the session with a brief introduction to the goals and structure of the learning lab. As a small group, we’ll engage in learning activities focused on elementary math practices.
- Classroom Observation: Following our group learning session, we’ll move to the classroom to observe the host teacher’s math lesson in action. You’ll have the opportunity to see effective teaching strategies and techniques firsthand.
- Debrief and Reflection: After the classroom observation, we’ll reconvene as a group to debrief and reflect on our observations. The host teacher will share the lesson objective and goals, and we’ll discuss key takeaways and insights from the observation.
- Sharing Experiences: Finally, we’ll open the floor for participants to share their experiences and insights from the lab. This collaborative discussion will provide further opportunities for learning and growth.
Why was this lab formed, and when?
The lab was formed after Sarah Dominick attended a professional development run by the Early Math Essentials team. Following this training, Sarah was given the opportunity to be supported in facilitating a math lab. This first learning lab (for math leaders: principals, coaches, teacher leaders) was run on March 13 at Lawton. From that learning we have brought the opportunity to Ann Arbor supported through Title II funding to cover the subs. The first lab included visiting a 3rd/4th-grade split classroom with nine teachers of all grades from around the district.
Who are the coaches?
Lawton Building Math Coach Sarah Dominick and Carpenter Building Math Coach Shevaughn Watson are our coaches who are leading this work. Just recently, most of the other elementary math coaches have been able to attend the training in order to facilitate this experience within their school and around the district. The other trained coaches in the district are Natalie DePasquale, Colleen Miller, Allison Scovone, and Tess Peck.
Are the coaches teaching new techniques?
Coaches are not teaching new techniques, rather they are facilitating teacher learning, reflection and application through the lens of the Essential Instructional Practices in Early Mathematics. These practices have been based on research and supported through the State of Michigan and GELN/MAISA.https://mathessentials.org/Here is the definition of a Learning Lab as defined by GLEN/MAISA and the Early Math Team:
The definition of a “lab” “centers around a professional learning experience that is job-embedded in that it takes place within the context of educators’ jobs through real-time observations, and it focuses on supporting the application of learning into practice. A lab is never about observing “perfect” practice; rather, it situates all participants including the host teachers as learners. Educators across many roles come together in a space that deprivatizes practice so that they can learn from each other in a collaborative space. In many ways, labs function as small group coaching opportunities in that they offer the opportunity to study real practice, use it as a lens to reflect on their own practice, and apply their learning and reflection to plan forward for concrete application in their own roles.”
Our first elementary math learning lab at Bach focused on Essential Instructional Practice 7. Today’s lab at Carpenter focuses on Essential 4.
What methods do these new practices replace?
We are looking to connect the work happening in classrooms to the values and practices indicated within Math Essentials, as mentioned above. These essentials all for a shared lens for all participants to view their practice.
Is this for K-5?
Yes, this opportunity currently exists only for elementary teachers. As the training grows, we can grow this opportunity to other grades through support of the Secondary Math Chair, Anne Marie Nicol-Turner. The coaches are not intended to be content experience but rather supportive of pedagogy and structures. This would not happen this school year.
Will all elementary teachers eventually attend this lab?
We will grow the labs as we are able to as supported through Title II and building funds as aligned and supported through building and district improvement plans. We’d love for math labs to continue to grow within the district and become a regular practice for all teachers to share their class practices and improve their pedagogy through job-embedded professional learning.
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