Hello my name is Makenna Allmon and I am a junior at Otterbein University majoring in early childhood education with an endorsement in 4th and 5th grade! I am passionate about experimenting new ways for students to understand math! #octmchat
Hi! I'm one of the math consultants/coaches @HamiltonCoESC & current president @ohioctm
I'm passionate about building thinkers, not doers (robots) of mathematics!
#OCTMchat
A1: students sharing their knowledge and understanding about math through exploration, discussion; not a worksheet driven curriculum (sorry, editorial comment). #octmchat
My name is Jaryd Murphy and I am a junior at Otterbein University! I am an early childhood major and I am working on adding my 4/5 generalist! I am passionate about new methods of teaching students math! #octmchat
A1 Students questioning, exploring, questioning again and drawing conclusions. T provides structure, guiding questions when necessary, encouragement and validation. #octmchat
Hello! I am a math coach for Stow. I am passionate about students engaging in math to make connections and build confidence in their mathematical thinking. #octmchat
A1: When I think of Inquiry-Based Learning, CGI (Cognitively Guided Instruction) comes to mind... listening carefully to what the students "bring to the table" instead of just telling students what we think they need/want to learn #OCTMchat
A2 Math (&science) are perfect settings for inquiry. Question or situation presented, students explore, share solutions, failed attempts, conclusions and conjectures #octmchat
A2: inquiry in math can be as simple as asking how you got to your answer. This helps you think through your process and determine if your method is effective. #octmchat
I do math in stations where students get to play a game, work with the teacher and try/practice strategies and time for independent work. We then wrap up where student can share their successes/what they’re still working on #octmchat
A2: Even with a textbook series, if T start with the word problem (context), that would open up what students bring to the problem. Less time would be spent on drill/kill & more on conceptual understanding needed to persevere to solve the word problem #octmchat
A2: Exposing our kids to text and questions which lead to more thinking and wanting for investigation- Also I use things like would you rathers, two truths and a lie, numberless word problems #OCTMchat
A3 I always suggest that teachers use an observation checklist as they are circulating. Hopefully you know the majority of strategies or misconceptions you might encounter in a task but if not - a brief note will do. #octmchat
Q3: I use math journals to have my kiddos record their thinking- or have them share on @padlet or a fan fav @Flipgrid - assessing shouldn't be difficult it should be natural- as easy as a conversation in small groups #OCTMchat
Student self assessment is important (you have to teach it) but I tel them if you know you can prove it, you’ve got it, if you think you don’t have it, keep trying, try a different way #octmchat
A3: I love the idea of small groups (like @MeanMrMeehan mentioned)... and then Ts can walk around and observe or meet with small groups or individuals
I have seen a lot of K-12 teachers using technology for Ss to share their thinking via @Seesaw and @Flipgrid#OCTMchat
A3: I do not have my own classroom, but I like the idea of coming in with a question and observing how your students think through the question. Taking anecdotal notes or having a checklist could be helpful as well. #octmchat
A3: Math notebooks. Asking open-ended questions that allow students to really dig deep to justify their own answers. This way you can see privately the thinking behind each individual #octmchat
I really enjoy this idea. Then once they see their mistakes they can assess themselves and find a way to fix it or try a new way like you said! #octmchat
A3: Have students work out a task as they seem fit and post to an open forum (discussion: Kidblog or Canvas Padlet/Flipgrid or even plain old post-its) #octmchat
A4: inquiry based learning can help students think deeper, but also ask their own questions about math that can deepen their knowledge as they search for the answer to their own questions. #octmchat
A4: I love @ctfosnot work that has students do Gallery Walks and Classroom Congress to allow students to be responsible for their learning. Ss learn from each other, they problem solve, they listen to each other, they construct viable arguments; Ts facilitate the math. #octmchat
A4: Students can discover at their own pace and see the ideas of others without feeling singled out or isolated (thinking about those kids who struggle w/a positive math mindset) #octmchat
