#TMchat Archive
Current and relevant education discussions are held every Tuesday in #TMchat. A weekly guest moderator, considered an expert on the the week's topic, joins @conniehamilton to guide the one hour chat and actively engage with participants. Founder and moderator @conniehamilton supplies her responses to the week's questions visually in Thinking Maps.
Tuesday August 16, 2016
are you all set for a hoppin' ? Got your Qs scheduled?
Welcome to . Our topic tonight is Mindset Makeover for Math. Please follow my guest moderator https://t.co/LDHToaJwpI
Hi, Mary from VA, I teach 2nd
I'm Connie Hamilton. Jo Boaler and I are your moderators tonight. Let the introductions begin. https://t.co/oxbvMspvYO
Jenna, ELL Resource teacher in the Chicago suburbs, joining in!
Michelle from Chicago suburb, HS math teacher
Lauren High School Math in California
HI, jenna. Great to have you in tonight.
Our format will include 7 questions. Use A1 to respond to Q1 & remember to include hashtag in all tweets. https://t.co/tOUuQFVmVu
Amy from FL 4th grade teacher trainer
Teresa from CA. 6th grade math/math coach grades 3-6
Melinda from Hamilton Canada - high school math excited to be here!
Kathy is here and thinking that many of the concepts from are applicable to many disciplines
Jason Salhaney Romulus, MI Principal at Romulus Middle School
Hi all, Carolyn from So California, high school math. Thank you for the invite!
Hmmm.... I wonder what brought Michelle to tonight??? https://t.co/JjecjTDmNF
Michelle from Chicago suburb, HS math teacher
Samantha, 5th grade math teacher from FL.
Maria, K-8 instructional coach from Ontario, Canada joining in. Looking forward to tonight's
Hi ESL/ISSP Teacher and Lit Coach (included numeracy in my role)
Hi Amy! Glad you're here!
Amanda from PA Instructional Coach grades 6-8
No position "yet" Im exercising my
Good evening friends. Trying to get in the swing of school and having energy for evening chats.
Good evening friends. Trying to get in the swing of school and having energy for evening chats.
Evening Meredith ready to learn from all of you! You are appreciated!!
HI Carolyn. Great to see you in tonight.
Definitely looking to increase my math PLC!
... one of the originals right here!
Hi! Margie from PA - Math Coach K-12
I used a circle map and double bubble with my classes this - building community - happy thoughts of our chats 💜💜
Amy, fifth grade teacher from FL
Thanks for joining tonight.
Can't wait to get additional resources for my math teachers
Laura, 2nd grade teacher from FL
Math AND ? This is the only place to be! :)
OMG! This is ! Wow-o-wow! I can't even type I'm so excited.
Good evening ! Very excited about this topic. I'm Teri from Texas, math instructional coach.
Q1: How does mindset relate to math?
Yay! One of my favorite Mannings is here! ;)
Hi all! MK here from in Ontario
is discussing your passion tonight. Chat just began about math.
Christina - math coach/consultant from Cincinnati
is everything w/math been spending career debunking "math gene" theory; all Ss can achieve!
A1 is everything w/math been spending career debunking "math gene" theory; all Ss can achieve!
A1 One's mindset is one's foundation for problem-solving.
A1 Ugh, so many people get scared when it comes 2 math. They freeze and think they can't do it. We MUST flip it to I can
A1: being open and willing to solve problems = first step in direction so success - mindset matters
A1 SMP#1 Make sense of a problem and persevere in solving it. https://t.co/w0Dnkqa9uz
Q1: How does mindset relate to math?
a1 Sadly that is one subject where Ss say they are not good at, same with the parents whose attitude affects the child
A1: so much of math is 'stick to it-ness' w/o growth mindets, is easy to give up or feel stuck
A1: They see in math that there are strategies, many of them. They persevere through the process.
David - elementary numeracy leader from PEI, Canada
As soon as math anxiety became common place, thankfully so did
Kelly - Math Coach & Educatuon Consultant from Cincy.
A1As soon as math anxiety became common place, thankfully so did
A1: persistence, resilience, and drive. People not just "good" or "bad" at math. It's about effort.
Ashlynn from Orlando, FL college and career specialist 9-12
So excited to chat with on !!!
Ann Elise... Elem Math Specialist from the north woods of Berlin, NH
Join to hear from LIVE... right now! https://t.co/UspwC13DGx
OMG! This is ! Wow-o-wow! I can't even type I'm so excited.
Math relates to mindsets in that many people Ts and Ss have a "fixed" mindset which makes them terrified of math .
A1. My understanding about math concepts came with maturity and real life experiences.
A1: so focused on "math" gift; Ps feed into Ss strength or weakness; fear of failure is high
Can effort lead to success? I believe it can, but we have 2 get students to believe that
A1: Negative mindsets have invaded math forever. Parents think that since they "can't do math", their kids can't either!
A1 at-risk students walk in the door lamenting their inability to do math. My goal this year is to shift those mindsets.
A1: Math may be the single greatest discipline for which kids & adults alike are fixed in their "I can't" mindsets. Needs a flip.
A1 revolutionized how I saw & teach math now w/ even more power to change the world of math!
A1: have been thinking a lot about mindset in terms of students and teachers
A1 Math mindsets is about getting rid of memorization and having math make sense
So true. When talks of math trauma, I have heard many similar stories.
Yes .. Funny how I don't believe math is genetic 😳
exactly! math ability is not genetic.
So excited to be using your book this fall with my math teachers!
A1: Some Ss feel they don't have the "math gene" so they can't get it. Some get frustrated because they aren't fast
A1 Math mindset - give me an algorithm so I "can do the math" need to change this thinking math is much more than this
A1: Mindset is connected to how one feels about his/her capacity in math.
A1: A mindset of knowing you can solve a problem with collaborating, hard work is essential to LIFE, not just math.
Mindset plays a huge role in math. The power of positive thinking can transform our math classrooms'
I've learned 2 love mathematics as an adult w instruction that showed me it was okay 2 grapple & there's more than one way 2 do it.
A1- T's must model mistakes +active problem solving-if we model a growth mindset-it'll seem doable to S's in all subjects.
So true time to make the shift https://t.co/a413PYLYXt
A1: Negative mindsets have invaded math forever. Parents think that since they "can't do math", their kids can't either!
A1: Ss know that there is no math brain, by learning new strat and practicing they can learn, don't need to be fast to be good
Try the Its all about math mindsets and thinking maps.
so true - next month's Sci American Mind magazine has an article I have written about the damage of memorization
A1: must let go of fear of failure in order to take chances and explore new ways of thinking in math
A1: instruction and classroom experiences do make a difference. signals opportunities for growth
A1 the power of the word 'yet' in math for many kids
As soon as I read Ch1, I started making a list of how to get this awesome info out to others! Suggestions?
The same is often true for science. instruction. https://t.co/DH8G6Yx0eT
So true. When talks of math trauma, I have heard many similar stories.
A little late but here! James from Florida joining !
Whew! I glad you grew to know that you can do difficult things! And quite well I might add! ;)
A2 When kids struggle, they learn. Analyzing our mistakes in math gives us clues to what we need to do differently.
I was just focusing on this today "speed" doesn't equal math success; Ss need time to process the info
A1: math and growth mindset... the power of yet
. I think this happens with every subject. Math may be the most traumatic. I hear lots of folks say "I can't draw", eg
added to my reading list https://t.co/Cq1WpQN2jg
so true - next month's Sci American Mind magazine has an article I have written about the damage of memorization
Okay, so I'm trying to contain myself, but just liked my tweet! Sorry, I will get it together now.
A2: It helps Ss to not be afraid to make mistakes and try new things.
A2: If they can move beyond that and learn to persevere and try a new approach it would be golden. It can change them as Ss forever.
A2: struggle can mean seeing how others think to find errors, gives the gift of analyzing work
A2: We need the skills to persevere when we struggle. Why not practice in class? Otherwise the "punch line" is given away!
A2 Mistakes=powerful learning tool 1st learned that from Righting the Wrongs Japanese video now supports w/brain research
Do you all know we have released a new week of maths tasks and inspirational videos for start of the year? https://t.co/m6gro6MmcZ
A2 Future inventions & cures will be discovered through mistakes & struggles ..Sts have to believe they can https://t.co/2yJvH06Mqo
A1: Hard problems will take longer to understand how to complete correctly... https://t.co/bvXx6GzKHr
Q1: How does mindset relate to math?
Struggle and then "getting it" can transfer to every area of life.
A2 embracing mistakes = opportunity to learn - I enjoy working with students to uncover thinking errors
A2 It changes the entire culture of our classrooms. It makes it safe to explore, take risks, and share our thinking.
Yes those darn math fact minutes can really build such angst in kids.
Mistakes show our thinking, what we thought, where we are going, we need constructive struggle where there is learning
can't wait to share that memorization article with my colleagues!
A2 We should embrace mistakes N all disciplines because making mistakes= learning and new neurons, growing synapses
A2 embracing mistakes helps Ss develop iterative design skills and other 21st Century Competencies
analyzing that work is key. Ts walk Ss through problems they get wrong on tests. Learning happens on the spot.
True! So many self-deprecating mindsets! 😔
Yay! Good to see you, buddy.
A2 struggling with mistakes can shift students mindset-seeing their growth & math isn't just speed
A2 when a T gives Ss permission to make mistakes, it alleviates their fear of failing and embarrassment.
A2: it helps make them life long learners
YES! They are great as usual!
In math their are two option. Solving the problem or learning. Making mistakes reveals your limits and where you need to study.
A2: analyzing mistakes is a window to what we DO understand and where we can grow.
A2 mistakes can uncover the big picture ideas that flow through all of mathematics
A2: it promotes flexibility and emphasizes we are on a learning journey. Not only about right answer, but about thinking
as a mathematician I've heard enough stories of math pain. as a developing artist, I get equal volume of I can't +
My presvc Ts almost all hate math..asked them why and they all mention the anxiety of timed tests...ugh!
A2: Math lrng CAN benefit from failure & struggle as much as any discipline, but requires an env in which those are safe
Yes! Yes! Yes! I love both weeks of inspirational math. They are in my plans already!
but with a different tone. The difference with other disciplines, is that there is academic escape. With math ... no
A2: pausing to analyze our work helps us spot "where we went wrong" and make an effort to adjust for the future; own the learning
A2- I know personally I learn a million times more via mistakes than perfection. The beauty of leaning happens in mistake making.
Ask students to be skeptics and ask questions like "why?" "how do you know that" of each other. it makes for great conversations!
A2: Mistakes literally makes our brains grow!Research has shown Ss with growth mindset achieve higher than their fixed counterparts.
A2 within the struggle must teach Ss skills 2 deal w/ it so that the struggle is worth it & they learn from & apply in other tasks
If we want Ss 2 take risks,we need 2 create relationships, we need 2more than believe ,we need 2 role model, live it!
A2 Our assessment practices must also embrace mistakes or at least not over-penalize for them.
A2:Embracng mistakes shows that math can b messy There isn't always a clear path Productve struggl & mistakes r just part of learnng
I know that we have to model over and over the language to use with our students so the dialogue becomes more fluid.
A2: Important for Ss to feel safe enough to take those academic risks & that happens intentionally with lots of community building
What if you give wrong thinking and ask students to identify why it's not mathematically sound? https://t.co/cm8NuZcbpF
A2: pausing to analyze our work helps us spot "where we went wrong" and make an effort to adjust for the future; own the learning
One of my classroom expectations is "extend grace" in the spirit of learning from mistakes
A2, part 2: making mistakes & struggling allows us to ask for help; get new perspective; learn new strategy.
A2 struggle builds better problem solvers- Ss need to feel the benefit of perseverance paying off
Sentence stems can help teach students to use these math phrases. https://t.co/WOMPa0Lx2w
Ask students to be skeptics and ask questions like "why?" "how do you know that" of each other. it makes for great conversations!
I have found it useful to start classes with "I love mistakes. they are the times your brains are growing". Also ....
A2: It is through struggles that we elevate and build the trait of perseverance.
it sucks the fun out of learning for sure!
A2 I always post a ? upsidedown to start coversation aboit sering math differently & power if mistakes https://t.co/9ZcfsyOU32
Can you clarify what you mean by flexibility in numbers?
. I've encouraged students to keep a productive failure diary so that they can reflect on their mistakes/new learning
I start by saying "I don't care how fast you finish this, in fact I am unimpressed by speed, it means you aren't thinking deeply"
I need to remind myself to remind them everyday!
A2 Mistakes are great starters of conversations about meta ignition
These questions mirror other disciplines & are vital to inquiry, discovery, reflection.
I was wondering the same thing!
building a culture where mistakes are valued is so important. It's the first thing I do with my Ss.
A2 I always post a ? upside-down to start conversation about seeing math differently & power if mistakes https://t.co/9ZcfsyOU32
This Is brilliant. Expression of emotion in times of success and failure creates magic. https://t.co/GALJkQJTKE
. I've encouraged students to keep a productive failure diary so that they can reflect on their mistakes/new learning
A3: Model it, celebrate it when they notice, have Ss share their strategies.
A3: or give them the answer & have Ss create the problem backwards! Lots of flexibility w/ numbers + practicing together
Explicitly undo the idea that fast math is the best math. https://t.co/v5HQQ7M00R
I start by saying "I don't care how fast you finish this, in fact I am unimpressed by speed, it means you aren't thinking deeply"
A3 number flexibility is so key but parents may not understand it and wonder why 18 needs to become 10 and 8
my husband has "Grace Happens" posted in his HS math classroom
Such a great idea! https://t.co/8B6bjlKoPz
. I've encouraged students to keep a productive failure diary so that they can reflect on their mistakes/new learning
A2 I always post a ? upside-down to start conversation about seeing math differently & power of mistakes https://t.co/ACdzcmkw6V
A failure journal? That's HACKY! Love this idea. https://t.co/viIFNWLQhg
. I've encouraged students to keep a productive failure diary so that they can reflect on their mistakes/new learning
What was q2? or who should I follow for the questions?
A3: allowing Ss to see others thinking (aka. dot diagrams)- the more they play with numbers, the higher the comfort level
A3 Number Talks!! Kindergarten thru HS. Can be very powerful!
A3 Less individual work on paper and far more conversations...small group and whole class
A3 number flexibility leads to flexibile thinking in algebra, geometry, and beyond...if it doesn't work one way, try another
A3: Ss need to talk about the way their brains think and see that there's always another way of thinking.
This is so important. Math has to be a collaborative process. Why has it become so individualized? https://t.co/JyLAGITYWj
A3 Less individual work on paper and far more conversations...small group and whole class
A3 what is meant by "flexibility in numbers"?
A3There are different type of mistakes ... Those that are sloppy and those from trying to figure something out, need to look at type
A2 mistakes are great starters of conversations about metacognition
Because people think it is "cheating", but the real world solves problems in that way.
because we have focused on product over process = individualized learning
Every Thursday my students are involved in group problem solving. I love the conversations. https://t.co/VG5pWyJ2PJ
This is so important. Math has to be a collaborative process. Why has it become so individualized? https://t.co/JyLAGITYWj
A3 Less individual work on paper and far more conversations...small group and whole class
A3: Number talks r a great way to build flexibility with #'s. I also like using number strings.
A3 Ss learning through authentic experience & hands on learning; move beyond worksheets to demonstrate understanding
Set the growth mindset in motion from day 1! https://t.co/WMW5rySjlq
I have found it useful to start classes with "I love mistakes. they are the times your brains are growing". Also ....
Nailed it! The race for test scores and speed killed collaboration, conversation, and camaraderie
used a "true/false" task in past. Analyze a problem to see if solved correctly. If not, how to fix?
A1: Begin the year by building a growth mindset. Haven't learned it yet
A2 Science Best practice is to examine the misconceptions, why wouldn't this transfer to math!
A3: Number trains, tens frames, decompose numbers
A3: are a great way to build number sense and number flexibility.
Why just on Thursdays? Why not more often?
Yes, Abbott & Costello videos are a fun way to look at how misconceptions can take u down the wrong path. https://t.co/QZRzTK7QNU
A4 We must meet kids where they are at. Building calculation fluency will build confidence. Everyone experiences success.
A3 Ss need opportunities to talk to each other in a math circle, probing each other's ideas, building on thinking of others
A4- I explicity teach mindset to my students and remind them often. Classroom routine
It happens more often...but I make a point of that focus every Thursday as a whole class. https://t.co/aSrUmodyAm
Why just on Thursdays? Why not more often?
A4: it begins with parents and elem Ts, educating them and erasing their negative experiences
A4 fluency is key to success in both math and literacy.
Can you tell me a little more about Math Circles? I have heard about them, but not in actual practice.
I'm with you! https://t.co/5mkULC8YpQ
A2 Science Best practice is to examine the misconceptions, why wouldn't this transfer to math!
A4: ask for help from parents, maybe back2school night explain that its not helpful
A4: We have to educate the masses. Ts MUST use their voices to spread the word and change as many minds as we can.
Oh...Is part of tonight from ? Welcome!
A3: Number Talks have been so powerful for building flexibility for my little ones. They get to "see" another way to think about
Q4 That is a tough one. It's such a commonly held myth. I start with 's research and recommend a book study of her book!
what do you mean by fluency? It isn't memorization, it is number sense.
shout it from the roof tops!!! :)
A4 Dot Card great way to build S confidence in math, prove they can do it & love it!
I think explicit instruction is important. We can’t just assume ss will intuit - we should be deliberate
A4 If we look at math as an exploration of words and numbers in relationship to life maybe we can change perceptions.
A4: when Ss are struggling don't give up on them. Always another way to teach it
A4: math has a PR problem...let's fix it!
A4: I think it would be great to start with the adults in their lives. For our Ss, we need to keep celebrating their work, nudge
Let's link arms and do it together! ;)
A4: provide open-ended tasks which allow for ALL Ss to find success; build confidence; have Ss become the"proof"
A4 I think we need 2 include parents. we have done a lot of math nights w/ different tasks, explain the math behind it, eye opening
A4 by working hard to ensure differentiation is part of our Math programs -- high expectations for all Ss but allow them choice
A4: utilize manipulative to make the math concrete then move abstract
Can someone RT Q4 please?
Ss work on same prob 1st individual,then w partner,then bring consensus idea 2 circle.Ss talk 2 each other https://t.co/AtibBUbx2y
Can you tell me a little more about Math Circles? I have heard about them, but not in actual practice.
Yes, I think of it as understanding with ease
A3 Dial down single path, algorithmic solving. Dial up evidence, argument, exploration, variation.
A4: we show students that they are capable of even the smallest victories! Proving that they ALL have the math gene.
Disney, Netflix and other children's shows have to change if we are to change students' views of maths and their mindsets
be careful...Ps then say 'that isn't the math I learned" and their frustration in lack of understanding is hurtful
Key clarification here... https://t.co/8ciJVUARzI
what do you mean by fluency? It isn't memorization, it is number sense.
A4 again...I believe we can change that myth by changing the conversation in our classrooms. Teach our Ss about mindset and model it
T is prepared with ?s to move discussion on if necessary, but Ss get into, sharing evidence https://t.co/AtibBUbx2y
Can you tell me a little more about Math Circles? I have heard about them, but not in actual practice.
A4 great question! Especially since it seems Ps pass it down to Ss ... Tchg growth mindset .. Anyone can! https://t.co/gqj8N9oyAm
A3 build flexibility for Ts & Ss we learn so much by listening
A4: provide tools for Ss to build understandings of number and build fluency to build confidence
Do you have suggestions for teachers starting a new year having encountered mathematical mindset for the first time?
A4 by talking with Ss about their strengths and not just pointing out their incorrect calculations
A4: help parents and ss see the math they do everyday naturally
We calculated the perimeter of our room today using anything except a measuring device. Ss were using shoes, bodies,etc
A4 Interesting concept of students becoming the proof
.Can't agree more! The dumbing down of our students is not an effective model at all! https://t.co/NSEvH8K5MT
Disney, Netflix and other children's shows have to change if we are to change students' views of maths and their mindsets
A4: another application of fixed vs. growth mindset. Math gene = fixed
Yes, yes, yes. Single-path reduces risk taking and divergent/creative thinking. Argument works across curric areas
A2: having students find and explain their mistakes enables them to be more successful on their next attempt. Build confidence!
A4 I'm using a Hyperdoc for math mindsets this year to discuss preconceived notions and share you cubed videos.
so sad how many math memes are anti-math
great idea! I always try to help them learn from their mistakes that I forget to point out their strengths as often
A4: We need to work on setting conditions that embrace growth mindset. Asking open questions, low-floor-high ceiling questions.
A4 We need to spread the news to Ss & parents... Show them that everyone can
. agreed! Our Ss get so many skewed perceptions in mainstream media. So unfortunate! https://t.co/DcbmxGZSeA
Disney, Netflix and other children's shows have to change if we are to change students' views of maths and their mindsets
Youcubed week of maths -week 1 and 2
We need to teach Ss how to talk with each other in mathematics, science, etc
A4: By providing lots of moments for making the implicit processes more explicit in math. Giving Ss lots of opps to share thinking
Love this idea! Praise the learning that comes from mistakes! We ALL own erasers! There's a reason! https://t.co/bVaVk87hgQ
A failure journal? That's HACKY! Love this idea. https://t.co/viIFNWLQhg
. I've encouraged students to keep a productive failure diary so that they can reflect on their mistakes/new learning
A4 flexible grouping focuses on strengthens skill by skill and promotes growth mindset in Ss and Ts
Have to work hard to remove the monotony from math class yet still provide opportunities to develop fluency
your image just reminded me...many funny images are negative. :|
A4: positive mindset from Day 1 is crucial. I plan on having ss draw themselves as mathematicians each month https://t.co/qLi9vSaj2j
And I didn't realize how much it effects girls instead of boys until I read the research.
it has been received positively in the past.
A4: Spreading the word about growth mindset to Ss, Ts, and Ps. Join the Math Revolution!! Share videos on growth mindset.
A5 We need to move from tracking Ss & fixed notion of math as performance subject w/ only 1 possible path to
A4 Do we need to revisit how we teach math?
A4: Encourage Ss who debunked their own fixed "gene" mindset to share their stories with younger peers. Evangelize.
A5 begin with getting rid of times test and replacing them with low floor/high ceiling tasks
A5: Growth=tasks
Fixed=independent Worksheets
A5: don't correct student responses in the middle of their answer, let their peers help
Told my Ss beginning and ending are fixed (always something), the middle of class changes every day
A5. Many educators have indicated they would like to begin conversations with Ss using the following chart https://t.co/Yq0lFMlTOH
A4 More formative assessment conversations and fewer "summative" grades
A5 It starts with the belief that everyone can succeed at math! See mistakes as learning opportunities, celebrate the struggle
why fluency? Most important is flexibility, prob solving, reasoning, creativity.
A5 & develop poker face, don't let them know if they are correct or not during explanation; let peers weigh in 1st
A5: keep providing learning opportunities until they "Get" it, not when unit ends
A5: Honor mistakes as opportunities. Celebrate them as you talk about them. Let ss know it is ok and means they are learning.
Twitter challenge day 9. I added to my Tweetdeck.
A4 That idea is clever and real world oriented.
This is my goal! Poker face!
A5: Fixedt is like a car and a growth mindset is like the driver. You can't go anywhere if you don't have someone charging aheadl!
A5: focused on the thinking process not just the product. Yes, there is an answer, but there are multiple ways to get there.
A5 value process over product... encourage thinkers not just doers adores
Now hear this! What's most important in math???
https://t.co/Pld6mDov6x
why fluency? Most important is flexibility, prob solving, reasoning, creativity.
A5: I usually tell Ss "You dont have like math but you can still be successful at it" Removing the pressure of "liking/hating" helps
A5: Have to see Ss without the data that comes with them from testing. All Ss can achieve high levels of math.
A5: classroom questioning techniques can be huge to debunk.
A5 I love when mistakes lead to the next part of a lesson or 'what if' senarios that we can explore! So awesome!
A5: Growth mindset feedback is different. It recognizes hard work and effort. All Ss get feedback for growth
I'm still working on this, too! I get too excited!
The chart stands 4 a changed paradigm. We are revolutionizing math instruction. https://t.co/atGETzwRDH
A5. Many educators have indicated they would like to begin conversations with Ss using the following chart https://t.co/Yq0lFMlTOH
Growth = effort, process, thinking, resilience. Fixed = slowed by the fear of being wrong, won't challenge oneself.
A5: Help them succeed by having great, engaging lessons launch to slope intercept, yes I got wet! https://t.co/61oay1kIko
Equitable instruction. High expectations for ALL Students. https://t.co/aOAuATodLn
A5 It starts with the belief that everyone can succeed at math! See mistakes as learning opportunities, celebrate the struggle
Very different from praise. It's a conscious shift in wording that I'm still working on, too. https://t.co/k908Zo8AEy
A5: Growth mindset feedback is different. It recognizes hard work and effort. All Ss get feedback for growth
A5: Growth mindset elevates learning that comes when we attend to our mistakes. There's alot to be gleaned frm errors & askng "why?"
Ss working with peers to help correct an error is so powerful. I love watching it unfold...
Proficiency-based learning We are doing it in Vermont https://t.co/MVDoHSaPbM
A5: keep providing learning opportunities until they "Get" it, not when unit ends
A5: I debunk their myths of what "math" class is, we have murder mysteries, amazing races, ugly sweater parties, etc
How does your gradebook reflect proficiency based learning?
A5 growth mindset in math leads to successful perseverance and thought while fixed only memorizes facts https://t.co/Zf5nzk4IGY
A5: I strive to hear, "I never liked math until this year."
Shellie everything you've said I've agreed with. I think we were separated at birth! lol
Better yet...I like math even better this year.... https://t.co/lkV5Y6hk0Z
A5: I strive to hear, "I never liked math until this year."
Don't feel like a lone stranger It is hard work to change our paradigms, biases too https://t.co/qBpEZ9xaTn
Very different from praise. It's a conscious shift in wording that I'm still working on, too. https://t.co/k908Zo8AEy
A5: Growth mindset feedback is different. It recognizes hard work and effort. All Ss get feedback for growth
Don't feel like a lone stranger It is hard work to change our paradigms, biases too https://t.co/qBpEZ9xaTn
Very different from praise. It's a conscious shift in wording that I'm still working on, too. https://t.co/k908Zo8AEy
A5: Growth mindset feedback is different. It recognizes hard work and effort. All Ss get feedback for growth
A6: Learn that there can be several different ways to solve problems. No one way is correct.
Crucial that Ts have a solid understanding of math concepts and curriculum to develop S math skills in a problem-solving classroom
A5: Growth mindset feedback moves away from "U'r smart" to feedback that focuses on effort & application of processes like reasoning
A6- Celebrating processes not answers; connections; multiple representations and methods
A5: A growth mindset will have them continue in the learning process.
A6: opportunities to provide multiple 'right' answers
A6: no recipe for math, don't give steps, so many ways to tackle one problem
This is where so many districts struggle because the time to build the DOK isn't always available https://t.co/hKA0Dt2HD0
Crucial that Ts have a solid understanding of math concepts and curriculum to develop S math skills in a problem-solving classroom
A6: teaching Ss open growth mindset and for encouraging trying and learning from a process
A6: engage Ss in their learning
I use 12 different sentence stems as posters and as condensed bookmark to help spark and maintain discussion https://t.co/jl3PnAMzEn
A6
Provide tasks/problems with room to learn/grow!
Low floor/high ceiling tasks can open space for s to develop
A6: Inquiry. Problems without numbers. Reflection on mistakes and try again.
A6: Everyone is a math person and can learn math to high levels. When ss know you believe this in them, watch out.
a daily challenge for me 2
Growth mindset is the antithesis of & solution to "I'd rather you think me ??, than Stupid!"
A.5 Teaching for a growth mindset in math means not focusing on answers but rather the thinking involved
love that phrase "low floor/high ceiling" those tasks are so exciting!
A6:I like to use "stars & steps" feedback.Stars are strengths- steps are where Ss can stretch.All Ss get both even if they got a 100
A5: Students need to have a math environment where failure is not graded and is learned as a way to improve and get better.
A6: demo how numeracy, algebra, and graphs all work together to create the big picture, Ss are bound to understand 1 of them
Ts R N process of switching 2 SBG.I don't know of specifics but I will share.Check out web VT Agency Ed https://t.co/j0iWzoixpY
How does your gradebook reflect proficiency based learning?
Yes! Great resources for ALL students.
And let them work with others to talk it through and try different ways to solve it.
A6
We need to learn the math developmentally!
If we only think there's one way, we will struggle with providing appropriate tasks.
A6: Hold all Ss accountable for their learning, provide fun ways to achieve it! Learning should be fun
A6: Give them no opportunity to give up. Must work until correct. Praise persistence and the willingness to succeed! NO failure!
A6 gamification removes the stress of answers and focuses on the process of solving.
A6 teach the standards of Mathematical Practice ... Help Sts see those habits as success in math https://t.co/sAlGAC3GHV
A6: using resources from opportunities for "multiple solution paths"
Very important. Cutting students off will deter them from taking risks too. https://t.co/6BveE0t8yO
A5: don't correct student responses in the middle of their answer, let their peers help
Agree. Traditional grade book / letter grades punish ss for their learning journey. Feedback is much more valuable.
A6 it starts with the right task... Ts asking the right questions rather than telling Ss how
A6: I like having Ss explain why they agree or disagree with other Ss answers.
A6: Ss should be given opportunities for reassessment for full credit.Formative work, such as homework, should never be graded.
we also need to get rid of grading and other fixed messages
A6 Build the culture of the classroom from day 1. Be intentional about your language, about celebrating mistakes. Believe for ALL Ss
A6: Problem-based approach that prioritizes opening up our questions / upping low-floor, high-ceiling tasks
Love the wording .. Stealing & sharing with my instructional coaching team
A6: celebrate thinking and not just correct answers, build confidence so Ss will present work at board
And guiding them through the process rather than rescuing them (looks away guiltily).
so we need to slow down and build the DOK. Teacher learning leads to student learning.
Do they need the 100%? Isn't it better 2say making steps to meeting CCSSM # https://t.co/uJeAKLOvhW
A6:I like to use "stars & steps" feedback.Stars are strengths- steps are where Ss can stretch.All Ss get both even if they got a 100
We, as teachers, need to let these opportunities happen more often. https://t.co/GdnEt5zHsX
A5 I love when mistakes lead to the next part of a lesson or 'what if' senarios that we can explore! So awesome!
A6: All Ss do something that can be celebrated every day
This is a MUST ! Need to believe it and live it! https://t.co/kQpqmehMHQ
A6 Build the culture of the classroom from day 1. Be intentional about your language, about celebrating mistakes. Believe for ALL Ss
A7: I might sound like a broken record but I LOVE
A7: was a good start for Ss to learn math with others.
A6: Celebrate the processes, strategies, thinking involved.
A7: looks like a great resource for this.
A6 Rank/sort grading systems hold down growth & reinforce one-size-fits-all approaches. Re-evaluate assessment & feedback.
Love this idea. I’m thinking a literal ceremony, going to the garden, saying a few words. Love it!
Poster in my classroom this year "Here We Do Hard Work!l"
A6
We need to determine the practices WE do that promote fixed mindsets!
Ability grouping
Tracking
Timed tests
Competitive...
...
I like giving "2 stars and a wish" feedback. 2 good things, 1 to be improved
A6 the easiest thing to do is to remind students that at the beginning of the semester they didn't know something, but now they do.
Mathematical mindset happening now
A7: has some inquiry based lessons.
Q7 are my go-to for rich tasks
Kids loved it ! We also dug it up in the spring and Ss saw what they could do https://t.co/7FRkUGayb9
Love this idea. I’m thinking a literal ceremony, going to the garden, saying a few words. Love it!
A7: has great tasks to use.
Each wk. a class tweets a problem of the day. Classes tweet strategies to solve problem. Divided by grade levels.
Was AWESOME having part of today. Her Math Ed video series on YouTube are essential to every Math T. Thanks Jo!
A7 we are so lucky to have such an amazing sharing PLC including
A7: I like Dan Meyer's 3 act math
A7 There are many great resources, but so important to match with the interests of each class and not use same from yr to yr
Truth!
https://t.co/U55Ru5nYzL
Was AWESOME having part of today. Her Math Ed video series on YouTube are essential to every Math T. Thanks Jo!
was awesome tonight! Sorry I missed the first half thank you for inspiring me to be great!
Resources that are open and promote :
units
...
Thanks for an awesome PLC!!!
Thank you and for moderating a great chat!
THANK YOU for joining and for all the things you do for math Ts and Ss
Thank you for joining and everyone for sharing resources I bookmarked right away to review later. You are appreciated!
to and for a fabulous hour of !
Feedback1) what's done well & should be repeated 2) what's not done well and should be avoided 3) Next time, would you consider...?
is now trending in USA, ranking 50
Thank you everyone! Great conversation!
Feel bad for missing chat tonight. Busy getting ready for start of school. Next time.
Thank you and to for hosting
Great ideas and thoughts!! Challenging myself!
I will never sleep tonight!Wish this could last another hour. Thank you, for challenging me to be a better coach every day
I'm not sure what the question is ... but the answer fires me up! https://t.co/7PRz1b4KDJ
A6: Give them no opportunity to give up. Must work until correct. Praise persistence and the willingness to succeed! NO failure!
that is so unfortunate because that negative perception is given to students.
thanks for the invite tonight great chat!
a7 follow for some good problems
I'd love some feedback on my post from folks
So you want you students to have a growth mindset
https://t.co/1KDvd1iLea
A. 7 Mars task, Dan Meyer, Sara Vanderwerf, Georgia performance task, eagerly awaiting answers to this!
sadly, yes. Need to work to change the mindset in the early grades.
Thank you everyone for tonight's And big thanks to and for moderating. Such a pleasure connecting :)
my partner and I are on the same mission...no timed tests!
no question this is how group based projects thrive! This is a great chat, BTW! https://t.co/bHTok75X5H
Very important. Cutting students off will deter them from taking risks too. https://t.co/6BveE0t8yO
A5: don't correct student responses in the middle of their answer, let their peers help
, thanks for follow. Have a great week. It was nice chatting with you in .
, thanks for follow. Nice chatting with you in .
