『Season 4 | Episode 3 - Kim Montague—I Have, You Need: The Utility Player of Instructional Routines』のカバーアート

Season 4 | Episode 3 - Kim Montague—I Have, You Need: The Utility Player of Instructional Routines

Season 4 | Episode 3 - Kim Montague—I Have, You Need: The Utility Player of Instructional Routines

無料で聴く

ポッドキャストの詳細を見る

このコンテンツについて

 Kim Montague, I Have, You Need: The Utility Player of Instructional Routines ROUNDING UP: SEASON 4 | EPISODE 3 In sports, a utility player is someone who can play multiple positions competently, providing flexibility and adaptability. From my perspective, the routine I have, you need may just be the utility player of classroom routines. Today we're talking with Kim Montague about I have, you need and the ways it can be used to support everything from fact fluency to an understanding of algebraic properties. BIOGRAPHY Kim Montague is a podcast cohost and content lead at Math is Figure-out-able™. She has also been a teacher for grades 3–5, an instructional coach, a workshop presenter, and a curriculum developer. Kim loves visiting classrooms and believes that when you know your content and know your kids, real learning occurs. RESOURCES Math is Figure-out-able!™ Podcast Math is FigureOutAble!™ Guide (Download) Journey Coaching TRANSCRIPT Mike Wallus: Welcome to the podcast, Kim. I am really excited to talk with you today. So let me do a little bit of grounding. For listeners without prior knowledge, I'm wondering if you could briefly describe the I have, you need routine. How does it work, and how would you describe the roles that the teacher and the student play? Kim Montague: Thanks for having me, Mike. I'm excited to be here. I think it's an important routine. So for those people who have never heard of I have, you need, it is a super simple routine that came from a desire that I had for students to become more fluent with partners of ten, hundred, thousand. And so it simply works as a call-and-response. Often I start with a context, and I might say, “Hey, we're going to pretend that we have 10 of something, and if I have 7 of them, how many would you need so that together we have those 10?” And so it's often prosed as a missing addend. With older students, obviously, I'm going to have some higher numbers, but it's very call-and-response. It's playful. It’s game-like. I'll lob out a question, wait for students to respond. I'm choosing the numbers, so it's a teacher-driven purposeful number sequence, and then students figure out the missing number. I often will introduce a private signal so that kids have enough wait time to think about their answer and then I'll signal everyone to give their response. Mike: OK, so there's a lot to unpack there. I cannot wait to do it. One of the questions I've been asking folks about routines this season is just, at the broadest level, regardless of the numbers that the educator selects, how would you describe what you think I have, you need is good for? What's the routine good for? How can an educator think about its purpose or its value? You mentioned fluency. Maybe say a little bit more about that and if there's anything else that you think it's particularly good for. Kim: So I think one of the things that is really fantastic about I have, you need is that it's really simple. It's a simple-to-introduce, simple-to-facilitate routine, and it's great for so many different grade levels and so many different areas of content. And I think that's true for lots of routines. Teachers don't have time to reintroduce something brand new every single day. So when you find a routine that you can exchange pieces of content, that's really helpful. It's short, and it can be done anywhere. And like I said, it builds fluency, which is a hot topic and something that's important. So I can build fluency with partners of ten, partners of a hundred, partners of thousand, partners of one. I can build complementary numbers for angle measure and fractions. Lots of different areas depending on the grade that you're teaching and what you're trying to focus on. Mike: So one of the things that jumped out for me is the extent to which this can reveal structure. When we're talking about fluency, in some ways that's code for the idea that a lot of our combinations we're having kids think about—the structure of ten or a hundred or a thousand or, in the case of fractions, one whole and its equivalence. Does that make sense? Kim: Yeah, absolutely. So we have a really cool place value system. And I think that we give a lot of opportunities, maybe to place label, but we don't give a lot of opportunities to experience the structure of number. And so there are some very nice structures within partners of ten that then repeat themselves, in a way, within partners of a hundred and partners of a thousand and partners of one, like I mentioned. And if kids really deeply understand the way numbers form and the way they are fitting together, we can make use of those ideas and those experiences within other things like addition, subtraction. So this routine is not simply about, “Can you name a partner number?,” but it's laying foundation in a fun experience that kids then are gaining fluency that is going to be applied to other work that they're doing. Mike: I love that, and I think ...
まだレビューはありません