Virtual Bird Count

“There is an unreasonable joy to be had from the observation of small birds going about their bright, oblivious business.”
 Grant Hutchison

 

Colder weather and light snow this week have inspired new observations during outdoor play and exploration. The children have noticed birds hiding in the trees. It's been fun to watch them flit from branch to branch, observe their tracks in the snow and identify their different calls. I hoped to continue with these observations indoors. I introduced Cornell's live bird cam and invited children to spend time observing the animals that visited the different feeders. The children were enthralled with the quick, happy little birds as they flew in and out of the frame and gobbled up the seed.

The next day I asked children to predict which birds they thought might be at the feeders. We spent time drawing our guesses on a graphic organizer. I wanted to capitalize on the children's interest in the birds and integrate math and literacy into the experience. I also displayed posters from our library that had illustrations of common North American birds to be used as reference.

As the children observed the feeders they tracked what they saw on their charts. After ten minutes of watching we calculated and shared our results. Blue jays appeared the most!

This is an easy to implement activity that brings the outdoors inside! Click here for a free printable Bird Count tracking sheet children can use to record birds.

Subitizing Game Printable

Subitizing is the ability to instantly recognize the number of objects without actually counting them.

 

This week we practised subitizing using a number cube and this subitizing grid. Children rolled the number cube and dabbed a corresponding square on the grid. There are so many possibilities for how else children can extend this game. It's perfect for small group math work, a math center or independent practice during whole group time. Visit the link to download a copy of the grid. Enjoy!

Creating a More Inclusive Math Environment

I grabbed a coffee from a drive through this past weekend. While there I chatted with the employee working at the window. I asked him how his day was going.

"It was great until about five minutes ago," he said. "I just saw my former math teacher. I haven't seen him in years. Nice guy but I dreaded his class. I just never really felt like I belonged. I hated the math. Just couldn't relate. Seeing him brought up all those old feelings for me again."

As someone who loves math I was devastated to hear this story. As a kindergarten educator I try my best to cultivate a safe and supportive space where children feel like they are equal members of a democratic learning environment. I want kids to love math and see themselves as authentic mathematicians. Inclusive learning environments are ones in which children feel fully supported, and that their contributions and perspectives are equally valued and respected regardless of their identities or learning preferences. There is a sense of belonging for everyone.

Every child has the right to learn and reach his or her highest potential. This is especially important in mathematics, where growth mindset and differentiated learning and assessment approaches can make all the difference in how children interact within, and enjoy classroom explorations.

Inclusive math education ensures access to quality learning experiences for all children by meeting their diverse needs in a way that is responsive, accepting, respectful and supportive. Educators should work to diminish and remove barriers that may lead to children's disengagement and exclusion. 

There are many ways we can creative inclusive learning environments. Here are a few suggestions:

Critically Examine your Math Questions and Prompts

Consider the types of questions you ask children. Can they relate to what they are being asked? Are the questions relevant to their age, interests, strengths and needs? Is inclusive language used? I recall feeling troubled reading a question in my daughter's math work about the number of marriages that could be possible in a group of people when X number of men and women paired together. "What about gay couples?" she asked me when we reviewed her homework that evening.

Honour Student Voice in the Learning Process

Consider asking children to create the parameters for math work together in class. As an educator reflect upon the math work you ask children to complete - do they have a voice in the explorations and activities? Does math work ebb and flow around natural learning situations in the classroom or does it exist in isolation from children's lives? In our classroom we often explore new math tools together and play with how they might be used before I suggest a more formal or structured approach. I try to include children's ideas as much as possible.

Encourage Unconventional Ways of Representing Math

Consider the ways in which you ask children to explore math ideas and showcase their understanding. Do you tend to default to paper and pencil activities? Do children work only from worksheets or textbooks? Are you able to encourage children to use their hundreds of languages (e.g., painting, drawing, building) to explore math problems and share their findings with others? In the photo this child is exploring multiplication by creating an array with sticky notes. In our classroom we try to represent math thinking using innovative, non-traditional ways of knowing and being that are self-selected by children whenever possible.

Invite Family Knowledge into Math Experiences

Consider how you can welcome families into your math activities in order to enhance children experiences. Do family members have interesting jobs and hobbies that can be shared to help supplement children's understanding of math concepts or how math is used authentically in the world? How do families feel about math learning? What is it they value as part of the math learning process? Are their feelings about math limiting their children's potential? What role can families play in supporting children's emerging confidence when learning new concepts (e.g., take home math games, reading math books together)? Share information about math learning with families to help them deconstruct tasks and engage more authentically with math explorations.

Use Diverse Learning Materials

Consider the types of materials that are offered to children. Are they diverse and meet the children's interests, strengths and needs? Do they offer multiple ways of engaging with math? Are they inclusive so all children feel a connection in some way to the experience? Offering math materials throughout the classroom and not just in a 'math area' helps children see the connection that math has to the world around them and their own lives. Invite children to co-construct math materials and visuals that are used throughout the learning space.

Examine your Assumptions and Biases

Sometimes educators default to teaching about math the way they were taught. When something is new or uncomfortable it might seem natural to revert back to familiar ways of knowing and being. Many educators do not enjoy math and subconsciously communicate this to children. Consider how you talk about math with others. Do you present a growth mindset when problems occur that you are unsure of how to solve? Do you approach new and interesting mathematical situations with a stance of curiosity and willingness to learn? Math is a beautiful and engaging discipline and talking about it as such will help learners experience positive associations with math learning. 

Hold High Expectations for all Students

Children are natural mathematicians. They are curious about the world around them and want to understand how it works and make connections to others. Offering low floor, high ceiling tasks encourage all children to enter into math explorations and helps differentiate tasks for their individual needs. Activities that relate immediately to a child's world and experiences will be more meaningful for them mathematically. Communicate your belief to children that they are capable of participating fully in rich math learning and hold them to high expectations. Provide as much time, space and support as needed to ensure children experience success.

Use a Community Approach to Learning

Math is a communal experience. Too often children have been asked to complete math tasks in quiet isolation while working at desks. Rethink how you invite children into math exploration and encourage noise, mess, and social exploration. Ask children to work together to solve math problems and share their thinking with others. Resist the urge to default to thinking that math should look and sound like it might have in your childhood. Share with families and the greater community that math learning is rich and layered when we all work together.  

Create Unconventional Learning Spaces 

Math can happen anywhere, anytime. Help children see the authentic and meaningful ways math connects to our world by looking for it beyond the classroom. Be open to math moments that arise in outdoor play and exploration, and be intentional about the whole and small group math experiences you encourage in areas like the gym, library and music room. Embrace the questions children ask that are mathematical in nature, especially those related to risky play (e.g., "How fast/far/high can I run/jump/climb?").