SUPER pumped to have the awesome @SueOConnellMath with us tonight! My district uses her Math in Practice books as our guide for quality math instruction. #EduAR
Kara from Missouri. I am thankful for all the great math educators I have found through Twitter. As an Instructional Coach they have been a WONDERFUL resource! Excited to learn along with you all! #eduAR
Kara from Missouri. I am thankful for all the great math educators I have found through Twitter. As an Instructional Coach they have been a WONDERFUL resource! Excited to learn along with you all! #eduAR
It sends students the message that math is all about the answer, instead of the process. Then students end up anxious, worried that it’s actually only about getting the RIGHT answer #EduAR
Oh dear! I struggled as a kid because I believed I had to have the answer quickly. What my teacher didn’t know was that I had effective and efficient strategies to solve instead of memorizing math facts. Let’s build critical thinkers, not calculators. #EduAR
A1: If all we seek is answers from kids, we miss out on opportunities to build conceptual understanding from their process of thinking. That is where the teaching and learning merge! #EduAR
A1 - It sends students the message that math is all about the answer, instead of the process. Then students end up anxious, worried that it’s actually only about getting the RIGHT answer. #EduAR
A1: That math is about answer getting and you are either right or wrong. Anxiety inducing to students who don't think quickly or always get the right answer all the time ! #eduar
A1 sends the message that the answer is what's most important, not the thinking. Major anxiety for those kiddos that don't feel confident in their ability to correctly calculate an answer #EduAR
A1 Andy, #innovationclass teacher from St. Charles MO joining in on #eduar, I’m thankful for my family professional and by blood... If you only care about the answer, I don’t think it shows you care about them, just that they complied with your demands #eduar
A1: Kids' thinking is important, and we must validate that...misconceptions and all! Kids need that in order to learn how to use multiple strategies, to fail, and to continue persevering. #EduAR
We have begun to ask “How?”. How did you get that answer? How did you solve that problem? How did you come up with that estimate? See question 2 below. #EduAR
A1: Just asking for “the” answer implies that there’s only one possible answer, the product is more important than process, and Ss thinking is of less value than the end result. #EduAR
A1: I think just looking for the answer in math ignores the beautiful thinking process and strategies 👩🎓👨🎓 use. You can learn so much about a student from it! Celebrate the journey! #eduAR
A1, I remember comparing the teaching style of my HS algebra to college algebra. HS was open to different ways of finding an answer when college was only one way. Very frustrating and made me feel very uncertain...not sure if that answered the Q!
#EduAR
A1: "what's the answer?" focuses on the destination rather than the journey. PROBLEM. Kiddos drop out of higher level math because they don't understand the "why" of math. Answers don't always show understanding. #eduAR
A2: By asking Ss to explain their thinking we can allow other Ss to learn from them, see any misconceptions they may have, or, *gasp* discover that they may be able to teach us (Ts) something new! #eduAR
A2 For multi-step tasks I ask students to explain processes (how they did it) in steps, “First I…, Then I…, Finally I…” Helps me follow their thinking. #EduAR
A1: If all we seek is answers from kids, we miss out on opportunities to build conceptual understanding from their process of thinking. That is where the teaching and learning merge! #EduAR
A2: By asking how and really listening to students we start to understand their thought processes which leads us to facilitating higher levels of learning! @LorieHuff1#eduar
A2: How? gets students to think about their own thinking, gives an opportunity to defend a process, hear a new strategy, find and learn from a mistake #EduAR
A2: Explaining their work lets the T assess their DOK, but it also helps the other kiddos in the class that may be struggling to understand the concept. #EduAR
A2:) In order to explain a thing to someone else, I need to know my way around it. And when I explain to you, I teach it to myself all over again. #eduAR
A2: when students have the opportunity to explain you can see that they actually might have a lot of depth to their thoughts despite having the answer wrong. #eduAR
A2 Sometimes at the end of a discussion about "how" I ask students how they would do it next time. I love when they mention someone else's strategy/process! #EduAR
We have begun to ask “How?”. How did you get that answer? How did you solve that problem? How did you come up with that estimate? See question 2 below. #EduAR
A2: SS can learn from each other by us as educators provoking critical thinking through questions (number talks). We are able to dive into their thinking and build upon their conceptual understanding to create in depth constructive thinkers. #EduAR
A2: Sort of answered this in A1. But I'd also add that when they explain HOW, other Ss can learn from their thinking & be brave enough to try new strategies! #EduAR
A3 I see this as an opportunity for encouraging/nurturing empathy, Ss need to understand others’ methods, put themselves in their shoes and try to figure it out that way #eduar
A3: Oh goodness, outside of the mathematical benefit, soooooo many 21st Century skills addressed when students justify, defend, etc. Plus it activates a deeper level of knowledge and thinking. #EduAr
We have begun to ask “How?”. How did you get that answer? How did you solve that problem? How did you come up with that estimate? See question 2 below. #EduAR
A3: There is OWNERSHIP in justification or defense of ideas. Ownership makes it personal and personalized learning is so much more powerful than learning simply for information sake. #eduAR
A3- Asking them to justify reinforces that the answer is in the math and reasoning and isn’t just up to the teacher to designate an answer right or wrong. #EduAR
#EduAr So much about math is implicit. Very beneficial for all when Ss share their thinking. Some Ss just think others are smarter at math and may not be aware of all that's going on metacognitively when problem solving
A3: in my room, we say justify rhymes with WHY. You’ve told how you did it, now why did you do it that way? Why was that a valid operation? Why was that the best strategy for you? Why is it efficient? Why is it reasonable? All about the reasoning here. #EduAR
A3: They will get a deeper understanding of the concepts...plus it is so much more ENGAGING for students to be involved in this level of discourse! #eduAR
A3: Justifying an answer helps the student think on a deeper level and evaluate their own thinking process. They usually find where they went wrong and fix it/ask for help. #eduAR
A3: Explaining an answer seems like regurgitating what is already on paper. Having Ss defend or prove an answer makes them dig deeper and communicate their thought processes! #eduar
A3: in my room, we say justify rhymes with WHY. You’ve told how you did it, now why did you do it that way? Why was that a valid operation? Why was that the best strategy for you? Why is it efficient? Why is it reasonable? All about the reasoning here. #EduAR
A3: When they justify their answer, they aren't just understanding the HOW by also the WHY. This skill also carries over into literacy & communication. #EduAR
A3:) Proving an answer was the difference between Sherlock and Mycroft Holmes. His brother was more brilliant than Sherlock ...but worth nothing to the world because he couldn’t “explain why.” #eduAR
Plus they are building communication skills that will help them in other areas like retelling stories and writing. Time helping students become strong communicators is NEVER wasted! #eduAR
A3. Verbally discussing their answers solidifies their knowledge. Having a correct answer without being able to defend it is just following the process. #EduAr
A3: students begin to develop the process of proof, opportunities to organize and express their thinking, understand the power of “wrong.” The first step in being successful is failing. They learn how to fail, find their misconceptions, and grow as a thinker.
YES!! Give students a chance to share their style and boost their confidence by explainging their thinking in math! #makemathpositive#SCSDMathChat#eduAR
A4 - I feel like this was a question I used to ask mostly in geometry when I was in the classroom (now a 6-12 Math supervisor). These days I’d love to see it in HS math classes so they can find connections to what students already know/ remember. #EduAR
A4: thankful for @mleggett89 and @SherryVoegele for showing me this one! Which One Doesn’t Belong has been the greatest similarities and differences activity this year. Fantastic opportunity for open ended, multiple possible answer, many valid justifications-just ❤️ it! #EduAR
A4: thankful for @mleggett89 and @SherryVoegele for showing me this one! Which One Doesn’t Belong has been the greatest similarities and differences activity this year. Fantastic opportunity for open ended, multiple possible answer, many valid justifications-just ❤️ it! #EduAR
A3: There is OWNERSHIP in justification or defense of ideas. Ownership makes it personal and personalized learning is so much more powerful than learning simply for information sake. #eduAR
A4: great example: students used @gfletchy 3-act task yesterday in @DanielleDinges class and were able to compare their thinking. Ss scripted their thinking and were able to compare. S1 found a new strategy to help become more efficient. 🙌🏼 peer growth! #EduAR
A4: great example: students used @gfletchy 3-act task yesterday in @DanielleDinges class and were able to compare their thinking. Ss scripted their thinking and were able to compare. S1 found a new strategy to help become more efficient. 🙌🏼 peer growth! #EduAR
A4, Sometimes comparing is a hindering processing in my Art room. As we are all different and no one creates the same. I do encourage Ss to look around and see what they might be able to learn from their fellow classmates. It can be inspiring! #EduAr
A5: I think this would be a GREAT question to ask when you see a student struggling. It will give you a peek inside their mind/thinking and help you better understand how to effectively differentiate for their needs/struggle. #EduAr
A5: Num.Ber.Talks! Super opportunity to compare/contrast strategies, methods of notation, process, justification, etc. Lately my group math discussions about new concepts feel more like a # talk because this question is so powerful and Ss love to share what they notice! #EduAR
Love using number talk images to help students in 3/4 begin understanding fractions with what do you notice/wonder. Ss are required to use, “Mathematically I noticed...” We also compare our thoughts using line plots before and after we share our “light bulbs”#EduAR
A5: Num.Ber.Talks! Super opportunity to compare/contrast strategies, methods of notation, process, justification, etc. Lately my group math discussions about new concepts feel more like a # talk because this question is so powerful and Ss love to share what they notice! #EduAR
A6 EXAMPLE: We solve +10 problems with counters and then observe the equations. 2 + 10 = 12, 4 + 10 = 14... What’s the rule when you add 10? Leads to place value talk & discoveries! #EduAR
A6: The rule doesn't need to come out before the grappling and discovery does. I think this is opposite of what has been done so much in the past. We directly teach the rule up front and leave no room for kids to find it using different strategies. #EduAR
A6 EXAMPLE: We solve +10 problems with counters and then observe the equations. 2 + 10 = 12, 4 + 10 = 14... What’s the rule when you add 10? Leads to place value talk & discoveries! #EduAR
I don’t like rules. 😩 Rules fall into leading students believe that they must think one way- the teachers way. I’ve learned how to think differently bc of my Ss. Can we say, “Find the pattern?” Or “Explain what you notice?” #EduAR
A5.Hard Q for this Art Lady! However, my area is where we do a lot of noticing! I love to push their curiosity and see them investigate. I hope it makes them brave in other areas too! #EduAr
A7: Kids see that there is more than one way to get to an answer, and that they can learn from their own misconceptions. They can also learn to share their mistakes so other kids can relate or support each other. #EduAR
Ugh...yes I was one of those kids in school. I have seen kids move in from other schools, knowing every mult and div fact, but have zero conceptual understanding on the relationship between the two. #EduAR
A6: I usually don’t...Maybe I should? I feel like what do you notice or what happens when gives Ss the chance to figure out the rule w/o me even letting them know there is one-then they truly own the learning. Maybe I am asking and it’s just semantics? 🤷🏻♀️ #EduAR
A6 EXAMPLE: We solve +10 problems with counters and then observe the equations. 2 + 10 = 12, 4 + 10 = 14... What’s the rule when you add 10? Leads to place value talk & discoveries! #EduAR
A8 When the student with 1st hand raised gets called on, some haven’t had time to think about the question. Much prefer “Turn and talk” so all get a chance to respond Keeps everyone engaged! #EduAR
A8 Mix up how you ask ?s and call on Ss. Ss that raise their hand may feel comfortable doing so. Use sentence stems to assist in terminology and to assist Ss. #EduAR
Soap box: “borrowing and carrying” rule doesn’t need to be taught until end of 4th grade when students have a firm understanding of place value and shifting using place value. 😩
A9 If you haven't used number talks...START. It will help you build better questioning techniques and get some question stems to support student discussion. #eduAR
A8: All ss are required to think. Give thinking time. Allow students to show a signal when they have solved. I call on students based on a pattern for the day. They usually don’t notice but this allows me to gather a variety of students’ strategies & avoid 👎🏻 habits #EduAR
A7: Have a peer, coach, or admin observe and script questions from the teacher and the kids. This could serve as a reflection for teachers to help them plan questions that prompt deeper thinking. #observeme#EduAR