For the second year, Forest Park School District 91 is partnering with the Metro Chicago Mathematics Initiative (MCMI) at the University of Illinois Chicago to strengthen mathematics teaching and learning across the district through professional learning and coaching focused on high-quality instruction, educator collaboration and using student thinking to inform teaching.
Last week, that work came to life at Garfield Elementary, where kindergarten teachers from Garfield and Betsy Ross participated in a collaborative learning cycle facilitated through D91’s Department of Learning & Innovation.
(Pictured are Garfield Kindergarten teacher Mrs. Whittington and Betsy Ross Kindergarten teacher Mrs. Hill)
Teachers worked together to plan and teach a kindergarten lesson using choral counting, an activity where students count aloud together and look for patterns in numbers. Throughout the lesson, students were encouraged to talk about what they noticed, explain how they got their answers and listen to how their classmates approached the same math. And if you notice a few extra-cozy mathematicians in the photos, it was Pajama Day for Spirit Week!
“We want students to see themselves as capable mathematicians who can explain their thinking, ask questions and learn from others,” said Garfield Principal Susan Bogdan. “When students talk about their mathematical thinking, they move beyond simply finding the right answer and begin developing a deeper understanding of mathematical concepts.”
(Pictured is Principal Bogdan with two students)
After the lesson, the kindergarten teachers regrouped to reflect on what they observed. Together, they discussed how students responded to the lesson, how they shared their thinking with one another, and how teachers could build on those experiences in their own classrooms
This cycle of planning, teaching, observing and reflecting together is an important part of D91’s ongoing work with MCMI. Bringing educators from different buildings together gives them the opportunity to learn from one another and try new approaches with students in a classroom setting.
“By building teacher capacity around purposeful math conversations, we’re creating greater consistency in how students engage with mathematical thinking across classrooms and grade levels,” Bogdan said. “Over time, this work will help our students become stronger mathematical communicators, problem-solvers and critical thinkers.”
Through the ongoing partnership with MCMI, D91 educators are learning from one another and strengthening math instruction with the goal of developing active, engaged and empowered learners across the district.