iSolve: The Mathematics Revolution

At the SLATE Conference in Wisconsin Dells

The last two weeks have been a whirlwind of teaching and learning!  We presented our approach to mathematics at two conferences here in the Midwest, the SLATE Conference in Wisconsin Dells, and the TIES Conference in Minneapolis, Minnesota.  SLATE is the largest educational and technology integration convention in the state of Wisconsin and TIES is the largest educational and technology integration convention in the entire Midwest Region.  There were over 20 states represented at the TIES conference and nearly 4,000 educators present.  Needless to say we were honored to present and share information at these two conferences!

Getting ready to present at TIES

Educators from around the state view a video explaining iSolve

So, what is our approach?

We specialize in innovation and adaptive design.  We call our approach to the Everyday Math Curriculum "iSolve."  In this approach we have taken the current curriculum and enhanced it by developing and using learning menus and video enhancement to create a culture of learning that is self sustained.  Our goal in developing this approach was to develop a community of collaborators and problem solvers.  In this approach, students take a pre-assessment to set the stage for their learning needs for the unit.  Then they are given a learning menu that guides them with dates and times of specific mini lessons that teach specific topics and skills.  Students are also given the opportunity to self-pace through the unit at a pace that makes sense for them individually.  They can complete the unit quickly and "Level Up" to different real-life application projects within the unit like creating a gallery of their learning.  Some students have even created videos and websites!

A day in the life of a sixth grader in our class looks like this:  Students begin every day with a call to action video.  We call this our Daily Starter Video.  During this time students actively watch the video that walks them through the steps that begin their day in mathematics.  They review their learning menu so that they have an understanding of which mini lesson to attend, or if they even need to attend a lesson that day.  They set goals, decide on C.O.R.E. (Collaborate Often, Review Daily) Group Members to meet with, and make decisions about their needs for the day.  Next they transition into work time.  This is time for mini lessons, small group collaborations, questions, inquiry, watching video tutorials, and anything else students need to be successful in mathematics.  After this time we meet again for our Daily Wrap Up video, which walks students through a debrief and reflection of their day in mathematics.  In this video students create a Statement of Accomplishment and participate in a celebration for those students have have Leveled Up.

Watch this video that gives a glimpse into our classroom during mathematics time!

iSolve takes the traditional approach to mathematics and enhances it with real-life applications, routine and ritual videos, bonus videos, teaching tutorial videos, and live interaction between teachers and students, and peers.  Students have opportunities to watch videos to enhance their understanding of concepts and to interact with the teachers each and every day in school, and outside of school time students are encouraged to communicate with peers, teachers, and video through the use of Edmodo.

If you'd like a more in depth view of iSolve, follow the link below to an article written by Mike Krill that was published on the Association of Wisconsin School Administrator's Website.

Revolutionize Math Instruction With iSolve: Restructuring Authentic Learning for Authentic Learners

If you'd like to try iSolve, or talk about options for reshaping the way you think about mathematics, or any subject, please contact us for more information!  We'd love to share with you and show you what we know works!


Mike & Emily

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The Power of Peers

                         

Today students did some of the most exciting work I've seen them do all year long!  We've been working hard on our argument pieces, and students have developed their claims.  We are almost ready to begin drafting.  In my experience some of the most powerful work that students do is when they converse and challenge one another.

Today, students took their claims and placed them on a continuum to uncover what work is yet to be done to enhance their ideas.  It was amazing to watch ideas float around between peers.  They had respectful, constructive conversations.  After the activity, 100% of students said that they got advice from a peer that will change how they go about revising their claim.  It was great work!

Enjoy a clip of some of the outstanding conversations that our students had!

The Great Debate

As you know from our last post, sixth graders at Nature Hill are currently studying nonfiction texts. We've done some great work around implicit and explicit thinking, character study in nonfiction, and becoming experts at reading for a purpose.  

Coupled with this reading unit is our writing unit on persuasive essays, or argument essays.  Sixth graders have been working hard and studying as essayists, debaters, and researchers.  We have looked closely all year at the structure of an argument piece, honing in on five key concepts:  the hook, or lead, the claim, three pieces of evidence, the counterpoint, and the conclusion, or call to action.

One way that we have been studying persuasion is by holding debates in our classrooms.  Last week on the days before Thanksgiving Break, we held "The Great Debate."  This was a two day event that took place in the morning on each day.  

The first debate was based on the book The Giving Tree, by Shel Silverstein.  We read the book to the kids and then had them decide on the two possible arguments relating to the book.  They decided that they could choose one of two options.  One option was that the tree in the book was weak and careless.  The other option was that the tree was strong and kind.  Students chose sides of the argument and got into caucus groups with others having the same opinion.  They studied hard focusing on evidence from the book to come up with an argument for their side.  

                                       

Next students had an opportunity to talk through their point of view with someone that had an opposing point of view.  They were able to share their points, and hear the counterpoints of their peers.  They then got back into their caucus groups to put together a strong argument.  

           

            

Students had the opportunity to participate in a series of debates back and forth with their opposing partner, always coming back to their small groups to talk through debating their next point.  This structured debate allowed students to talk through their argument and test out theories of the best way to argue the viewpoint and include a counterclaim.

           

           

All of this debating led to the climax of the activity, which was to write a strong argument piece supporting the viewpoint that they debated.  Students produced outstanding work.

          

       
          

This same structure then supported a debate on the following day on Hammurabi's Code, a topic being studied in social studies.  

"The Great Debate" was really a neat way for students to look at the structure of an essay, and participate in a real-life application of arguing a point of view in a civilized way with peers.