Mark here, elementary principal in Hopkins, MN. It appears Spring arrived yesterday, one month late! It’s supposed to be 60 degrees and sunny today! #HackLearning
Good morning #HackLearning! I'm Stephanie, a literacy teacher educator from NY. Hoping to lurk and learn today and make some literacy-math connections!
I'm Connie Hamilton, co-author of Hacking Homework, curriculum director in Saranac, MI and presenter of #VLMath for @CorwinPress. Excited about the #HackLearning topic today, #HackingMath
Good morning from sunny, but still a bit chilly Boston. I’m Camp, hs English—looking forward to hearing about math teaching and learning and how I can apply it in Humanities #hacklearning
Cherishing my time on the couch here on #CapeCod before a day of yard work. Instructional Technology Director who misses teaching math!!! #HackLearning
Good Morning! Rhonda from GA and I am the Tech Coach at my HS. I used to teach Chemistry so I’m ready for a good math discussion! #HackLearning#gwinchat
Morning, #hacklearning. I'm Brian. I teach middle-school students English in CO. Seeing today's topic made me wonder how long the phrase 'New Math' has been around, which led to this: https://t.co/ngWcQI2z4Y
A fixed mindset is easy to spot in a math classroom. These students high and low achieving often give up when presented with struggle. #HackLearning#Hackingmath
A1 Problems students face in math class (this’ll have to be a thread):
We might ask for multiple solutions in class, but tests ask for the right answer. If we want students to focus on process, let’s get them to notice, describe, and honor that process. #HackLearning
Saying “show your work” makes it sound like the point is to please the teacher and get credit rather than honor accuracy and creativity. How about “preserve your thought process”? What did you try? How did it work out? What was hard? #HackLearning
We don’t use math across the curriculum to analyze issues of social justice & interrogate school itself. Kids today are organizing national protests and we’re still giving them math problems about how much cinnamon they’d need for a double recipe of babka. #HackLearning
We also don’t spend enough time playing with math or noticing its beauty. Check out Groove Pizza as a way to teach math: https://t.co/LKNB32AFx1#HackLearning
A1: I think continuing on with lessons when students still struggle with number sense is like making them race in a pool when they can't swim. Even if we give them swimmies to keep them afloat, they still can't dive deep and swim far. #HackLearning#hackingmath
A1: I see a lack of creativity and authenticity in many math classrooms. Students need to see beyond a book and understand how math can be applied in real life situations. #hacklearning
Biggest issue with math instruction is answer-getting goals. Right thinking leads to right answers, but right answers don't always mean their was mathematically sound thinking behind it. #HackLearning
A1 As a former math major, I see too much focus on computational math (while still important) & not enough literacy support for conceptual math ... love providing sts with many paths so shift would help #HackLearning
A1: a focus on answers more than the process to get answers. Yes important to get it right, but teaching the critical thinking and resiliency in learning is important #hacklearning
Awesome! Preserve your thought process! This is why I want only PEN in math class. MAke a mistake, label it, move on. Don't Erase!! #hacklearning#hackingmath
A1: Homework, teacher-centered, worksheet after worksheet, Ts not being able to #MakeItReal.
That’s the way I was when I first taught math. Excited for a chance to redeem myself now that I have experience in a student-centered classroom for science. #hacklearning#HackingMath
We don’t use math across the curriculum to analyze issues of social justice & interrogate school itself. Kids today are organizing national protests and we’re still giving them math problems about how much cinnamon they’d need for a double recipe of babka. #HackLearning
A1: without a doubt the lack of understanding of number sense. Starts out in the primary level and never develops into intermediate. I'm sure middle and high school teachers are beside themselves. #hacklearning
A1: I think the pressure of "getting through" the pacing guide is one and comparing what I am doing in my classroom with a teacher in another building or classroom. #hacklearning
Morning, #hacklearning. I'm Brian. I teach middle-school students English in CO. Seeing today's topic made me wonder how long the phrase 'New Math' has been around, which led to this: https://t.co/ngWcQI2z4Y
We don’t use math across the curriculum to analyze issues of social justice & interrogate school itself. Kids today are organizing national protests and we’re still giving them math problems about how much cinnamon they’d need for a double recipe of babka. #HackLearning
Absolutely! This is why the HAcking MAth book isn't about tips/tricks, but ways to change pedagogy to affect change and understanding!! #hacklearning#hackingmath
A1: As a parent of two elementary school kids, I see the “necessity” of homework as part of math as something that turns my kids of from it. Not sure of the solution, though, for effective practice #hacklearning
A1 Problems students face in math class (this’ll have to be a thread):
We might ask for multiple solutions in class, but tests ask for the right answer. If we want students to focus on process, let’s get them to notice, describe, and honor that process. #HackLearning
A1: The same thing I got in chemistry..when are we ever going to use this “in the real world”? And that mentality was never just limited to Ss in my class! Ss don’t see math in everything, so they don’t value its importance past basic algebra. #HackLearning#gwinchat
#HackLearning A1. Students have little to no number sense. Curriculum covers a lot and moved fast. No time for mastery. Teaching methods (multiple strategies, build and model, think deeply ( don't match standardized testing.
A1 - students don't see the connecting dots outside of money. there is a huge disconnect with things like the importance of mental math, understanding ratios or how much math is a part of just about every job. #HackLearning
Yes!!! In Hacking Math, the first hack is to help them see math all around them. Pulling from my first book, Instant Relevance! #hacklearning#hackingmath
A1: Not enough conceptual understanding of the 4 operations specifically, & Ss struggle to apply these into practice, i.e. problem solving or real-world application. #HackLearning#HackingMath
A1 biggest problem with math ... the laser focus on data and test scores ... so many math teachers won't do projects or collaborate because it takes time away from working problems on paper. #hacklearning
I know! That's why I don't want to "connect" them, but instead, find the math already in real life and extract it for lessons! #hacklearning#hackingmath
Yes! I 💜 STandards if Mathematical Practice (?) #1 Make sense of a problem and persevere in solving it! These principles cross curriculum ☺️ #HackLearning
A1 Lots of demonstrating procedural understanding to get to the answer. Conceptual understanding is where the thinking and application lives but not seen as often. #HackLearning
A1: Continuing forward with instruction for all students, whether I score a 20, 50, or 90% on an assessment. As students progress through grade levels, this creates greater gaps and a compounding lack of interest. #HackLearning#PersonalizedLearning
Apparently, in my district the kids have to complete the math workbook (filled with worksheets) just in case the district wants to see how the kids are progressing .. focus on accountability NOT learning #hacklearning
Q2: #HackingMath addresses a top concern for math teachers, TIME, and relates it to unnecessary homework review and other shifts with examples of how to create the time you need. What would you do with 15 minutes extra for math class every day? #HackLearning
Hey Marian, thanks for helping us #HackLearning today.
We continue the chat throughout the week at #HackLearningDaily. Please look for more math hacks at that feed, starting Monday morning.
Q2: #HackingMath addresses a top concern for math teachers, TIME, and relates it to unnecessary homework review and other shifts with examples of how to create the time you need. What would you do with 15 minutes extra for math class every day? #HackLearning
A2: If we had 15 more minutes in a math classroom, the best use of that time might be giving students to talk about math. Explain their thinking, critique reasoning of others, and problem solve together. #HackLearning@HackingMath
Math HW often ridiculous or painful.
One child didn't see the point b/c "I already understand this, why do I have to do it 20X?
OR
"I don't get it (yet)." Then out comes the spoon feeding, arguments, or tears.
#HackLearning#HackingMath
A1 Yes. The process. Spending time teaching students to be thinkers and problems solvers is more productive than creating test takers. #hacklearning@DrJacieMaslyk@LaurenPorosoff
A2: 15 minutes!!? Nice! I'd have them play with numbers - puzzles, brain teasers, games, challenges.... and then create screen casts of how they figured it out! #HackLearning#HackingMath
Q2: #HackingMath addresses a top concern for math teachers, TIME, and relates it to unnecessary homework review and other shifts with examples of how to create the time you need. What would you do with 15 minutes extra for math class every day? #HackLearning
Q2: #HackingMath addresses a top concern for math teachers, TIME, and relates it to unnecessary homework review and other shifts with examples of how to create the time you need. What would you do with 15 minutes extra for math class every day? #HackLearning
Great question, Brian. We continue the chat throughout the week at #HackLearningDaily. Please look for more math hacks at that feed, starting Monday morning. I bet there will be people there from this morning's #HackLearning chat who can help.
Take the time to establish and apply norms for learning in your math class. Is there anything here you don't believe? Have you ever intentionally - and directly (not just a casual mention) shared them with students? #HackLearning#HackingMath
#hacklearning How about if school systems began to finally comprehend the fact that there is no default learning system that can accommodate the human mind. Stop hyper-medicating, show kids how & why something works opposed to reading an answer book. Stop dictating, try teaching.
Good question. I honestly struggle enough working with K-3 students who don't have number sense and are native English speakers. Fundamentals of quantifying, counting on, knowing greater and less, anchoring to another number, counting on and off the decade. #hacklearning
A1: there is still too much focus at times on calculation in isolation. We live in a world of calculators. The focus needs to be on problem solving with real world application. Keep up with the times! @FisdLearns@CoyMillerElem#HackLearning
A2 - if I had an extra 15 minutes, I would have my #alted#PBL Ss work on their #entrepreneurship projects, specifically understanding how math connects to various parts of their business. Things like how time equals money and understanding that helps your business #HackLearning
Agree, spending more time on the process allows Ss to share their thinking out loud, or make it visible to us,so we can find the misconceptions. #HackLearning
A1: a focus on answers more than the process to get answers. Yes important to get it right, but teaching the critical thinking and resiliency in learning is important #hacklearning
This is why one of my AP Chem tests every year was one where I gave them the answers and they had to explain why that was the answer. I got this idea from my former math teach husband! Ss loved/hated that test! 😂😂 #HackLearning#gwinchat
A1 Having read bunch of comments from those w/more math expertise than I, a thought occurs to this English teacher: Learners, too often, see math as knee-jerk processes -- what former math teacher of mine called "plug-in-slug-in Joes" -- rather than as language. #hacklearning
I use "convince me" time. When kids believe they're correct or have made a claim, all I say is Convince Me! That's 15 minutes worth spending #hacklearning#hackingmath
Our Math Ts read a blog post by @andburnett123 about changing quizzes to "show me what you can do." This has made all the difference in both T & S attitudes to learning. It has been incredibly inspiring! #hacklearning
A2: With 15 extra minutes of instructional time in math, I would give more time for students to persevere through the struggle. Minimal scaffolding in the form of prompts first (before cues). #HackLearning#HackingMath
A2 I would ask students to come up with math questions related to science phenomena. For example, show a image of tree rings or, better yet, a real "tree cookie". Starter question - how old is the tree? #HackLearning
Q2: #HackingMath addresses a top concern for math teachers, TIME, and relates it to unnecessary homework review and other shifts with examples of how to create the time you need. What would you do with 15 minutes extra for math class every day? #HackLearning
I use "convince me" time. When kids believe they're correct or have made a claim, all I say is Convince Me! That's 15 minutes worth spending #hacklearning#hackingmath
A2 an extra 15 min would be a good time for review computational math - my daughter asks me to review her multiplication facts because she wants to keep sharp ... 💜 it because I have to remember them to (allows to focus on concepts in class) #HackLearning
Q2: #HackingMath addresses a top concern for math teachers, TIME, and relates it to unnecessary homework review and other shifts with examples of how to create the time you need. What would you do with 15 minutes extra for math class every day? #HackLearning
A1: singular emphasis on computation. No practice in thinking complex problems, designing solutions, or using technologies. There is little critical thinking being taught. #HackLearning
A2: I think I would select a different math practice standard each day and provide Ss with an opportunity to understand and experience the standard- to really understand that math is more than computation. #HackLearning
Totally agree. I'm on the cusp of saying "Forget This!!!" and starting my own school! Ready to connect it all and learn naturally! #hacklearning#hackingmath
Hey Emily, thanks for helping us #HackLearning today.
We continue the chat throughout the week at #HackLearningDaily. Please look for more math hacks at that feed, starting Monday morning.
A2: If I had 15 minutes extra in math, I’d give my students more time to collaborate on real world problems of their choosing and share that learning with others #HackLearning
This is why one of my AP Chem tests every year was one where I gave them the answers and they had to explain why that was the answer. I got this idea from my former math teach husband! Ss loved/hated that test! 😂😂 #HackLearning#gwinchat
A2 With extra time, I’d have students analyze problems that matter to them personally and in the world. (Wait: this isn’t “extra” – it’s why math matters.)
Three great resources:
Rethinking Mathematics - https://t.co/2Fu9Dfb9jB@Data4BlackLives
CIA World Factbook
#HackLearning
A2) More project based or real world problems to help remind students it has a purpose, or puzzles and logic based thinking to get their brains thinking outside the box #HackLearning
A2 Being a Montessori T with a flexible schedule, math is as long as Ss need it to be. But for others, I’d like to see time for noticing patterns, read aloud with math connections, exploration with math art, and debate. #hacklearning
This is why one of my AP Chem tests every year was one where I gave them the answers and they had to explain why that was the answer. I got this idea from my former math teach husband! Ss loved/hated that test! 😂😂 #HackLearning#gwinchat
A1: The pressure to “get through a curriculum” often has Ts demo, practice, move on...until test and move on to next unit. Meaningful investigations, discovery, and collaborative work that brings deep conceptual understanding are omitted. #hacklearning
#HackLearning Every teacher I've ever had was someone who failed at something they truly wanted to do, settled for teaching a subject on or adjacent to it, and gradually consigned to babysitting.
A2c. Copies of the newspaper or articles online. How can we apply math to those areas? How did math take part in that story/commercial/article? #hacklearning#HackingMath
My husband & I go back and forth with this all the time. He was frustrated last night at how I counted something vs. how he counted it. We got to the same answer, but his was more procedural in nature and I was counting based off a concept of my understanding. #hacklearning
That is what happens in Social studies ... we have lots of standards, but when analyzed they are basic "what happened here and how did it affect history" done in different time periods. #hacklearning
A1: there is still too much focus at times on calculation in isolation. We live in a world of calculators. The focus needs to be on problem solving with real world application. Keep up with the times! @FisdLearns@CoyMillerElem#HackLearning
And you've just described the basis of a good Number Talk! That is the best opportunity to learn, not to force one procedure on another who thinks differently! #hacklearning#hackingmath
It was the best thing I ever did! It allowed my Ss to see the value in their thinking process, as well as supporting an argument, as well as appreciating the differences in others’ thoughts processes! #HackLearning#gwinchat
A2 When I was teaching, I had Ss explore a variety of math related challenges. A few were great at solving logic problems. Also created some ‘mysteries’ to solve w/math like ‘disappearing chocolate’ case. Use xtra time to add motivating/ engaging challenges. #HackLearning
Love the visual. Creating the norm for S discourse is so valuable. If Ss are encouraged to discuss their learning in all subjects then it’ll be normal in math. #hacklearning
Take the time to establish and apply norms for learning in your math class. Is there anything here you don't believe? Have you ever intentionally - and directly (not just a casual mention) shared them with students? #HackLearning#HackingMath
Thanks for helping us #HackLearning today, Stephanie.
We chat throughout the week at #HackLearningDaily. Please look for more math hacks at that feed, starting Monday morning. Hope you'll add your insights there.
I use "convince me" time. When kids believe they're correct or have made a claim, all I say is Convince Me! That's 15 minutes worth spending #hacklearning#hackingmath
A2: 1. Give Ss a meaty problem to solve or at least strategize on collaboratively
2. Facilitate a Number Talk
3. Have Ss use tools/manipulative to create a visual representation of a math concept
4. Play a math game that practices their grade level math fluency #hacklearning
problem kids have in math class ... it does not apply to them in their world and teachers who cannot explain how it does without saying "it is in my standards and I have to teach it". #HackLearning
I like this idea. I also think at least a couple of times a week ic not more I would try to provide Ss with meaningful problems that would cross disciplines and allow them time to make sense, a reason for learning #hacklearning
A2: I think I would select a different math practice standard each day and provide Ss with an opportunity to understand and experience the standard- to really understand that math is more than computation. #HackLearning
Agree! When we treat it as a language, we see it has an alphabet, vocabulary, sentence structure, and more importantly, it becomes a means of communication, so clarity and nuance are important. Teach Math Ss to communicate, not list! #hacklearning#hackingmath
Exactly. It’s interesting how my students actually struggle to use a calculator. They don’t know when it’s appropriate or why they might try it. They view it as cheating because that is the message they’ve internalized. #HackLearning
Q3: Math teachers can be TOO HELPFUL! We feel good when we know we've "helped" students but their Productive Struggle is what really creates deep learning. What steps do you take to support students through the productive struggle? #HackLearning#HackingMath
A2: The best 15 minutes I have found this year is utilizing Number Talks, where S defend or challenge the thinking they or another S have shared. Time to talk about their thinking has been huge in class. #hacklearning
Love the last part - 'conceptual understanding'. I was great at math - until we got to trig and calculus and nobody would tell me why we were doing these problems. I stopped trying. #hacklearning
A2 To glean some priorities for our bonus 15 minutes, I might ask my students, "What do you need from math that it hasn't provided you yet?" I'm also fond of Dan Meyer's idea of perplexity; if we could land there for 15 minutes, it seems like time well spent. #hacklearning
Bonjour , passez un agréable Dimanche 😊 .... Une pensée pour les personnes atteintes d'une maladie grave ou d'un handicap .
La vidéo est une scène culte d'un #TexAvery (période MGM) , "Drag-A-Long Droopy" de 1954 .
I like this idea. I also think at least a couple of times a week ic not more I would try to provide Ss with meaningful problems that would cross disciplines and allow them time to make sense, a reason for learning #hacklearning
A2: I think I would select a different math practice standard each day and provide Ss with an opportunity to understand and experience the standard- to really understand that math is more than computation. #HackLearning
Yep! I used to say “the process roads converge at this answer, you can take the scenic route or you can cut to the chase...it all depends on how YOU understand the concept!” #HackLearning#gwinchat
A3: Answer questions by asking questions and by being patient. Give the students a question that is incorrectly solved, have them figure out why the answer is incorrect. This involves a deeper level of thinking! #hacklearning#HackingMath
Q3: Math teachers can be TOO HELPFUL! We feel good when we know we've "helped" students but their Productive Struggle is what really creates deep learning. What steps do you take to support students through the productive struggle? #HackLearning#HackingMath
you have to make time to discuss why what you are learning is important and how it is applied in your life ... if not than why bother learning it. this applies to every subject not just math. #hacklearning
When our data collection & interpretation turns to math skills, Ss questions me: this is sci not math! I tell them sci is where what they learn in math & ela come together. #HackLearning
Oooo ... our questions this week are already brewing! Hope everyone will stretch their learning & apply some of these ideas this week! #HackLearning#HackLearningDaily
Thanks for helping us #HackLearning today, Stephanie.
We chat throughout the week at #HackLearningDaily. Please look for more math hacks at that feed, starting Monday morning. Hope you'll add your insights there.
A1: there is still too much focus at times on calculation in isolation. We live in a world of calculators. The focus needs to be on problem solving with real world application. Keep up with the times! @FisdLearns@CoyMillerElem#HackLearning
Instead of going over yesterday's problems with "What problem would you like to watch me solve?" Allow students 3-5 minutes to walk around the room and get help from their peers. It's called a people search and will take less time than you at the front of the class. #HackLearning
A2: For all our emphasis on calculations, we spend little time on number sense. I’d spend 15 minutes on that. Looking at patterns, mental estimation and calculations, how numbers fit together, etc. #HackLearning
A3: Asking my students “how they know they are right?” Or “how did you get that answer?” Instead of just saying good job or try again. It allows them to be more critical in their thinking and analyze for accuracy. #HackLearning
A3) I really focus on wait time and making sure Ss have time to think through a problem on their own or with others then I ask Ss what they did and why. I avoid solving things for them I let the Ss teach #HackLearning
Often times we "help" (a.k.a. spoon feed) students when deep learning is the goal. If we use surface level instructional strategies we have a mismatch. Use strategies in the gray with @john_hattie high effect sizes for deep learning. #HackLearning#HackingMath#VLMath
A3: When students struggle - Let them! Believe that you've taught them the skills to work through it. Remember, it's not as obvious to them. A few thoughtful Qs can help, but don't hold their hand all the way to the answer. #HackLearning#HackingMath
A3: Asking S to tell me why or explain their thinking has been huge this year. Giving S time to talk with other S. Just listening has told me a lot about their thinking. #hacklearning
A2: I think I would select a different math practice standard each day and provide Ss with an opportunity to understand and experience the standard- to really understand that math is more than computation. #HackLearning
A3 helping kids work through the problem ... that means you are not giving them the next step, but rather helping them understand what the next step is on their own. #hacklearning
A3: Sounds so simple, but in the rush of a classroom it isn't always easy to do... I love giving them the time to explain their thinking - to defend their answer. I never tell students they are wrong, I ask them to reveal their reasoning. They learn to go deeper. #HackLearning
Q3: Math teachers can be TOO HELPFUL! We feel good when we know we've "helped" students but their Productive Struggle is what really creates deep learning. What steps do you take to support students through the productive struggle? #HackLearning#HackingMath
A2: For all our emphasis on calculations, we spend little time on number sense. I’d spend 15 minutes on that. Looking at patterns, mental estimation and calculations, how numbers fit together, etc. #HackLearning
A3: Using things like goalless problems where they have to think through challenging problems and no help until everyone has finished! Critical thinking and using previous knowledge to solve #HackLearning
By real world, you mean showing what certain types of problems are used for? Any good resources for this at the HS level - College Alg, Trig, Calculus...?
I love 3 Act Math, but could use more. #HackLearning
Matt Blaser from Illinois joining in. A3: we need to allow S’s to struggle with (choose your subject). They are too trained to wait for an adult to tell them the “right way to find the answer.” #hacklearning
A2: I’d spend it showing the connections to other subject besides the usual math/science connections. I played clarinet 4th-college so I used that sometimes to jump start a “real world” connection. #HackLearning#gwinchat
Q2: #HackingMath addresses a top concern for math teachers, TIME, and relates it to unnecessary homework review and other shifts with examples of how to create the time you need. What would you do with 15 minutes extra for math class every day? #HackLearning
Agree! When we treat it as a language, we see it has an alphabet, vocabulary, sentence structure, and more importantly, it becomes a means of communication, so clarity and nuance are important. Teach Math Ss to communicate, not list! #hacklearning#hackingmath
A3: When students struggle - Let them! Believe that you've taught them the skills to work through it. Remember, it's not as obvious to them. A few thoughtful Qs can help, but don't hold their hand all the way to the answer. #HackLearning#HackingMath
A3 - failure is a big part of my #alted#PBL class. I spend a few classes discussing it so Ss don't get frustrated and give up. I tell them to double/triple check their work to see if THEY feel it's right then hand it in. It avoids Ss trying to appease Ts #HackLearning
#HackLearning A3 Struggle is necessary. I talk to Ss about this. Persevere. Try multiple solutions. Draw it. Talk it out. Leave it and revisit. Just don't give up and don't take a wild guess.
A3 I spend a lot of time on classroom culture. S ask ea other questions, seek counter examples, critique. Sometimes questions don’t get answered in a single day, and that’s ok. The learning is owned by them. #hacklearning
A3 All my students are Special Needs students, as a result we have to build stamina for the struggle. Many will just shutdown if you don't find a balance between the productive struggle and success. #HackLearning
A3 ideas here could help across all curriculum ... there is a level is support needed to get sts to take a risk ... I’d love ideas for releasing the struggle to sts 💜 #HackLearning
Q3: Math teachers can be TOO HELPFUL! We feel good when we know we've "helped" students but their Productive Struggle is what really creates deep learning. What steps do you take to support students through the productive struggle? #HackLearning#HackingMath
Love this. Math/numbers are an integral part of any #entrepreneurship project. When we monetize product,time,media it builds in real world. #HackLearning
A2 - if I had an extra 15 minutes, I would have my #alted#PBL Ss work on their #entrepreneurship projects, specifically understanding how math connects to various parts of their business. Things like how time equals money and understanding that helps your business #HackLearning
When will I ever use calculus again?
Sometimes the relevance of a math problem for a non-future engineer is problem solving, perseverance. Don't underestimate the importance of the math practices.
#HackLearning#HackingMath
Hey Matt, thanks for helping us #HackLearning today.
We continue this topic throughout the week at the #HackLearningDaily slow chat. Hope you'll join. @SylviaEllison, the moderator, will drop a #HackingMath related Q Monday morning. You can add your reply anytime, any day.
A3: Develop a culture that expects Ss discussing strategies and attempts at solving, includes peer feedback and time for self eval - instead of focusing on correctness and scores/grades by T.
Be the T that asks Qs to cause thinking instead of a math demonstrator. #hacklearning
Purpose is key. Why do we use the tools? What are we trying to solve are much more relevant. I’d spend way more time on using spreadsheets to create formulas, charts, graphs and look for patterns if I could. That’s actually useful. But long division is the standard. #hacklearning
A3: if we are going to nurture a mindset of lifelong learner, we need to allow S’s to learn how to learn...not just give them the answers. #hacklearning
Yep! I used to say “the process roads converge at this answer, you can take the scenic route or you can cut to the chase...it all depends on how YOU understand the concept!” #HackLearning#gwinchat
Remember to follow the great teachers and educators here in the #hacklearning#hackingmath chat today to keep the conversations and learning going all the time!
A3. Create a classroom where taking risks is rewarded. Students who feel less pressure to "get it right" are more likely to keep trying. It has taken the entire year but many of my students are starting conversations with "I tried ___ but it didn't work so... #HackLearning
Hi Jennifer, thanks for helping us #HackLearning today. Hope you'll join us every #SundayMorning.
Plus, we apply strategies from this chat throughout the week at #HackLearningDaily--our slow chat. Please add your hacks there, too.
I have had students throw down their paper and vent "why can't you give me the answer!" pause ... calmly, "listen to what I am saying" provide example ... i don't provide examples ... I provide analogies that can apply #HackLearning
ES = Effect Size.
0.40 is a year's worth of growth for a year's worth of time. (hinge point)
Anything above the hinge point is considered to have high effect for closing gaps and feeling an impact.
It's from @john_hattie work.
#HackLearning
A3: I did a #MathMindsets book study & teachers chatted about activities they tried. A gr3 teacher did a 'count around the circle' activity w fractions. Kids figured out themselves beginning fraction concepts! #hacklearning#HackingMath#Amazing
A3. Learning to be better at this. Need to ask them and listen to what they're doing and thinking instead of "helping" by giving the next step... #HackLearning
Yes! I'm done with seeing kids copy perfect notes, recreating textbooks, then regurgitating steps and getting an A. Teach persistence, resilience, reflection, and desire to learn and soon they ask us "I need more math to answer this, can you teach me?" #hacklearning#hackingmath
Allowing for Productive struggle in our classrooms helps redefine the meaning & acceptability of failure in school; when we struggle, we fail but keep moving forward until we achieve our goal! #HackLearning
A3 Math teachers have not cornered market on this quality :) Playing BreakoutEDU-style games with students has forced me to be less helpful, leaving them to struggle together for longer stretches. Time to reflect on & debrief these ups/downs proves useful for all. #hacklearning
Q3: Math teachers can be TOO HELPFUL! We feel good when we know we've "helped" students but their Productive Struggle is what really creates deep learning. What steps do you take to support students through the productive struggle? #HackLearning#HackingMath
Don’t forget to join us this week on #HackLearningDaily ... sharing our learning & application of today’s chat ... I want to do more than just talk - let’s grow our practice together #HackLearning
I have had students throw down their paper and vent "why can't you give me the answer!" pause ... calmly, "listen to what I am saying" provide example ... i don't provide answers ... I provide analogies that can apply #HackLearning (edited version)
Join #HackLearning chat April 29 at 8:30-9:00am EDT when Author @JessicaCabeen will be guest moderator leading chat on the "hacky" topic of Early Learning.
I have a few teachers that think tests are the only way to take grades formally with standards based report cards. I don’t do many tests for my math class. Thoughts? #HackLearning#HackingMath
