A!: I co-teach inclusion Geometry and the best strategy is SEEING the situation. We don't use formulas in our class, dry erase board and the coordinate grid. #octmchat
A1: modelingis huge and then trying to show relationships with color for corresponding parts when applicable. Also I feel that labeling the problems helps to make sense of it. #octmchat
I love hearing about these different ways to use visual representations to empower students with LD (and other kids too) to access mathematics. #octmchat
A1 I believe that all kids need exposure to deep mathematic dialogue. I also believe that if a child wants to use manipulatives, it is because they need them! They are telling us something by choosing to use them. I want them to self wean from concrete to abstract. #octmchat
Q2: We are doing Trig right now, and the mathletes are loving it! We have the ratios written on the board, we scaffold with graphic organizers, and all of our "notes" are printed on rose colored papers. #octmchat
A2: This is a great question-I'm not sure we do a great job of teaching kids to organize their thinking. I like the description from @TracyZager of back (the messy work that comes out of our thinking and front (the "neat" summary we see of the thinking). #octmchat
Hi #octmchat friends! Annie, a district math coordinator in Chicago-area and @MathICTM President-elect. Happy to join you tonight!
(Check #ictmchat out next Tuesday night! 😊)
Totally revamped how I teach factoring trinomials. Using the area model working backwards alongside an I wonder prompt. Amazing hardly had to "teach"#octmchat
Desiree, I would love to see some pictures of the diagrams you use. I teach undergraduate special educaction majors at UC and I would like to have some examples to show them. Thanks! #octmchat
A2: I have modeled documenting our conversation as notes - then take a photo to post for later review. Ss are expected to take notes on their own - but Ss (and parents) have my pic as a reference if their notes later don't make sense. #octmchat
A1: I love #numbertalks for including all students. I especially find that having a little fun with @WODBMath during this time to be extra inviting for all students!
#octmchat
Love this so much! Especially the part about "hardly had to teach"! Reminds me of @BuildMathMinds phrase that number sense is "caught" rather than "taught". #octmchat
Totally revamped how I teach factoring trinomials. Using the area model working backwards alongside an I wonder prompt. Amazing hardly had to "teach"#octmchat
A2 We use math journals as a safe space for math thinking. When a student needs support organizing their thinking I sometimes draw lines for them to write on to help them show their work linearly. Sometimes the support looks like modeling what organization looks like. #octmchat
Jacqui, Can you show use some pictures of the graphic organizers you use? I think our students at UC would benefit from seeing these. Thanks! #octmchat
I love this! In our math journals I like to let the math flow however the student sees fit, but I sometimes ask them to summarize their thinking in writing so I can make sense of their process. #octmchat
A2: I think my biggest strategy is keeping the manipulatives in their hands. I feel like the concrete and visual representations are so helpful for so many students.
#octmchat
A3: If I were attempting this problem, I would definitely be drawing a picture to help me get a visual of what all those words were talking about! #octmchat
A3: One thing I'm thinking about is the vocabulary. Ss might be able to use a glossary or notes that provide a picture as well as a verbal - the accommodation might depend on the student. #octmchat
A3 I think this needs to be represented visually on graph paper, or geo boards. I think having the students draw each triangle would help them to understand the ratios involved. #octmchat
Some of the students we worked with were really great at writing down the key information in an organized way. Teaching LD students to do this is one of the best ways you can help them #octmchat
A3: it’s just so wordy, but not that complex. Just having a chance to talk about it can be a great support. Plus, my fav accommodation for any kid/adult, whiteboard! #octmchat
Q4 Casey and I have an article in the Ohio Journal of School Mathematics about our collaboration. Summer 2018, Issue 79. https://t.co/gPKtU0Hl3d#octmchat
A3/4: See what they try first. I feel many times Ts jump to the aid or scaffold before it is necessary. Let them try things. Draw or build or try a strategy to see if it works. Struggle and mistakes are great learning opportunities! #octmchat
Q4: @Desmos is a game changer for my class. The polygon feature and the ability to graph points has been so valuable. Before Desmos, I would get frustrated with the carelessness of graphing points. The mathletes can see the beauty of the math, the relationships. #octmchat
Hi #octmchat friends! Annie, a district math coordinator in Chicago-area and @MathICTM President-elect. Happy to join you tonight!
(Check #ictmchat out next Tuesday night! 😊)
I agree with Annie on the use of whiteboards. Kids always seem to come to life when they use them. I heard a colleague say once that it seems like the kids don't feel as much pressure because writing on whiteboards doesn't feel as "permanent". #octmchat
