Elementary math chat is a weekly math chat where participants come to discuss best practices, examine student work, explore routines for reasoning and research that guides and supports pedagogy centered on problem and student based learning.
Welcome to #ElemMathChat
So honored to be leading tonight
Q0: Let's start with introductions:
Please share your:
Name
Where you live
What you do
**I'd like to begin tonight by playing "NEVER EVER HAVE I..."
Please share something surprising that you NEVER EVER DID BEFORE!!
So honored to be leading #elemmathchat tonight!
Let's begin with introductions
Please share your Name
Where you live
What you do
Now we're going to play "NEVER EVER HAVE I..."
What's something you never did that might surprise us
Welcome to #ElemMathChat
So honored to be leading tonight
Q0: Let's start with introductions:
Please share your:
Name
Where you live
What you do
**I'd like to begin tonight by playing "NEVER EVER HAVE I..."
Please share something surprising that you NEVER EVER DID BEFORE!!
Hilary Kreisberg, Massachusetts, Director of Center for Mathematics Achievement at Lesley University. Never have I ever eaten cream cheese. #elemmathchat
Welcome to #ElemMathChat
So honored to be leading tonight
Q0: Let's start with introductions:
Please share your:
Name
Where you live
What you do
**I'd like to begin tonight by playing "NEVER EVER HAVE I..."
Please share something surprising that you NEVER EVER DID BEFORE!!
Welcome to #ElemMathChat
Q0: Let's start with introductions:
Please share your:
Name
Where you live
What you do
**I'd like to begin tonight by playing "NEVER EVER HAVE I..."
Please share something surprising that you NEVER EVER DID BEFORE!!
Hi, @pearse_margie and #elemmathchat. My name is Rebecca, and I live in Nevada. I am out of the classroom working on my C & I M.Ed. Never have I ever use a skateboard.
So excited to be leading #elemmathchat tonight
We will be talking about the Nonmathy Things that have a HUGE Impact on Learning Math.
https://t.co/4W298LhXkj
See you tonight at 9:00 EST!
A1: Share a story with the kids when I was their age or a story about my own children counting or learning about Math. It gives us a starting point. #elemmathchat
A1 I foster authentic connections in my math class by incorporating things I know my students will love like scooters, hula hoops, room transformations, tools, and games. #ElemMathChat
Haven't I seen you someplace before? I can't tell you how much I appreciate Ps who are team players. I don't care if they don't get the math, I just need them pushing in the same direction. #elemmathchat
A1: We value EVERYONEâS thoughts and ideas! Sometimes itâs tough bc we are so constrained by time but i always make time to listen to everyone that wants to share. We also make it a habit to be respectful and stress good listening skills. #elemmathchat
A1 authentic connections come from authentic interactions - connecting with kids on their level and engaging in what interests them - who they are! #elemmathchat
A1 I embrace their struggles and work with them to improve. No one works alone in my class. I always tell my kids that I will give 100% but I expect the same from them. #elemmathchat
A1 authentic connections come from authentic interactions - connecting with kids on their level and engaging in what interests them - who they are! #elemmathchat
A1: When I had a classroom, we made an effort to laugh and play each day. This developed a connection between us all. Now, when I enter classrooms, I still try to incorporate these 2 things.#elemmathchat
A1 I feel that just listening to Ss helps create connections. Ss want to feel heard. Casual conversation during my arrival/breakfast time is my fav way to build those connections #elemmathchat
A1: A quick game of "If you knew me you would know..." is great. You simply finish the sentence and then Ss share. Each time you learn something new. Only takes a couple seconds in passing or transitions. #elemmathchat
A1: Foster connectedness by letting kiddos know everyday that u'r happy to see them. Things like standing at the door and greeting each student go a long way. Asking them questions abt what matters to them. #RelationshipsMatter#elemmathchat
A1 I embrace their struggles and work with them to improve. No one works alone in my class. I always tell my kids that I will give 100% but I expect the same from them. #elemmathchat
#ElemMathChat
THE POWER OF WELL-BEING
Q2: How do you create an environment where students feel secure enough to push mathematical boundaries and take risks?
A1: Authentic connections come from creating a sense of belonging in the classroom. Connections will come quicker when students know they are valued and have an equal opportunity to learn. #elemMathchat
A1: Foster connectedness by letting kiddos know everyday that u'r happy to see them. Things like standing at the door and greeting each student go a long way. Asking them questions abt what matters to them. #RelationshipsMatter#elemmathchat
A1. At higher ed Iâve been using lots of tech to foster belongingness - kind of hard to create a community of learners online or once a month so I rely on my assignments to be targeted toward bringing people together #elemmathchat
#elemmathchat
In order for our students to identify themselves as capable mathematicians, they need to feel safe enough in our classrooms to begin that journey.
Here's one of my favorite quotes from @TracyZager
A1: referring to ss as mathematicians doing serious work. Telling them that they must be proud of their hard work. Sitting in circles on the carpet #elemmathchat
A1: Ss need to know that their ideas matter. They should be heard, validated, and critiqued by peers. They should generate authentic excitement from a teacher they trust. #elemmathchat
A2 being open and accepting of all ideas. Not identifying any one idea as âgoodâ or âgreatâ so students donât think their idea might not be #elemmathchat
A1: A quick game of "If you knew me you would know..." is great. You simply finish the sentence and then Ss share. Each time you learn something new. Only takes a couple seconds in passing or transitions. #elemmathchat
A2 By focusing on the process and creativity of math - modeling that mistakes happen and are really important. It's important to be patient with yourself and with others. #elemmathchat
A1: We have morning meetings to help build a strong classroom community that also flows into math. We also teach students that we can learn from our mistakes so its ok to make mistakes. #elemmathchat
a2 Start with greeting at the door, follow up with committed relationship fostering, sprinkle in some growth mindset, brain science, and then pose really interesting questions listening to Ss responses #elemmathchat
A2 Besides creating those personal connections, in teaching K Ss, I feel like a lot of modeling on how to take risks happens on my end. They have to know that all efforts are celebrated and help us learn #elemmathchat
Q2: I think you build risk takers by giving students a safe place to make mistakes. We read a lot of books about failures...Rosie Revere Engineer is one of my favorites!#ElemMathChat
A2 Creating a safe and engaging environment is the most important part of any classroom. We have a class pledge and class norms the students created that everyone must adhere to. We are also called the Luminaries, and it is our job to enlighten and motivate others. #ElemMathChat
#ElemMathChat
THE POWER OF WELL-BEING
Q2: How do you create an environment where students feel secure enough to push mathematical boundaries and take risks?
#ElemMathChat
THE POWER OF WELL-BEING
RT of Q2:
How do you create an environment where students feel secure enough to push mathematical boundaries and take risks?
A2 You have to build trust. I am a huge believer of @responsiveclass and morning meetings. Once you build those relationships anything is possible. #elemmathchat
A2: This chat is so timely! I just had this convo with some coaches. Thinking about math mindset and structure...offer choice, support, feedback, discourse, routine #elemmathchat
A2: I share a lot of the Jo Boaler growth mindset videos and make sure to let them know that we ALL can learn math, no such thing as a math brain, making mistakes is part of the process. #elemmathchat
A2: There are absolutely no judgements about thoughts or ideas in our classroom. Youâll never hear me say, âThatâs not a good ideaâ or âThatâs wrongâ. I think that takes a ton of pressure off. Weâre all in it together. Learning growing & sharing ideas. No pressure #elemmathchat
A2: Getting the right answer has to stop being the primary focus of mathematics instruction. When that's the focus, even implicitly (I'm looking at you assessments) it shuts down risk #elemmathchat
A1: Connections are built by valuing Ss listening to one another and by recognizing students who listen to others and work hard at making sense. #elemmathchat
Yes! Number Talks have helped a lot with this. Students have started valuing each others answers much more and are learning from each other through their conversations about math. #elemmathchat
I sometimes award extra credit to a S who is willing to explain how they came to an incorrect solution. There's always another S who was thinking the same thing. #elemmathchat
A2: I share a lot of the Jo Boaler growth mindset videos and make sure to let them know that we ALL can learn math, no such thing as a math brain, making mistakes is part of the process. #elemmathchat
#ElemMathChat Q2 âsilent teachingâ as taught to me by @GraceKelemanik is a way to get reluctant and under confident students to take a stand and participate
a1 Again, starts at the door, and realizing your expectations are what you allow. Foster in some trust, support, and genuine listening skills and boom! Manufactured respect and relationships #elemmathchat
A3: I model wondering, exploring, risk taking. Ss need to see what math is and what math isn't. It isn't right answers and following steps. No task is ever set up with the focus on the right answers. #elemmathchat
Hi #ElemMathChat! Iâm here!! Late, but here! Annie, instructional coach in Berwyn,IL. Excited to be with my #elemmathchat friends and also support our amazing moderator, @pearse_margie! đ
I was able to sub for a teacher in our building and was able to "attempt" a number talk. 3rd graders walked me through it. It was powerful. Loved it #elemmathchat
We do the same. I ask, "What misconception might someone have if they got this answer?" Gets all students to think in a different way and they can learn from someone else's mistakes. #elemmathchat
A2: It's important to establish conditions. Jo Boaler's work is a great resource for building culture of risk-taking. Open tasks. Low-floor, high ceiling--everyone can access the math. #elemmathchat
A3: I model wondering, exploring, risk taking. Ss need to see what math is and what math isn't. It isn't right answers and following steps. No task is ever set up with the focus on the right answers. #elemmathchat
A3 a perfect math lesson is, at its heart, playful; students play with numbers and ideas; can enhance the playfulness with things like @SteveWyborney SPLAT or @WODBMath#elemmathchat
A3 I have used hula hoops and scooters to support comparing decimals. Next week we are going to use tile and carpeting to measure and multiply mixed numbers. I love using room transformations to support math standards #ElemMathChat
A3 encourage playfulness with #noticewonder to open up math and see lots of possibilities. play games and use puzzles as often as possible. tell math jokes. laugh and have fun doing math together! #elemmathchat
Question to ponder as I also go through #theCoachingHabit chat. As a math coach I'm not sure I do. How can I encourage the teachers I work with to tap into this power? #elemMathchat
A3: A teacher Iâm working with, @MsBerryhill_HI, and I are trying âDrEAMâ (DRop Everything And Math). Such a great way to bring play to math. #ElemMathChat
Hi Laura, super stoked you're here, and I am to understand if I could read between lines is, "I am so superexcited I get to teach math" I feel the same way every day too :) #elemmathchat
Yes they are so powerful! We have learned so much more about how students think about math this year after introducing number talks. Students think so creatively. I love sitting in on number talks in my classrooms. #elemmathchat
A1: I greet students at the door every day. I smile, ask them how they are, ask questions about things they have shared with me, and keep updated with their lives. I also share tidbits about myself with them. I gauge where they are at each day to see what they need
#elemmathchat
#elemmathchat
Play has gotten a bit of a bad rap lately.
Playfulness in the lesson can often be the catalyst students need in order to truly understand a concept.
A3: another great element to incorporate into learning: PLAY!!! Yes yes yes! Call it a game=pressure GONE! Now itâs just fun and play. Kids love to play and itâs not just for preschool! Sâs want to invent their own games & most of all just laugh & have a good time. #elemmathchat
A3: A teacher Iâm working with, @MsBerryhill_HI, and I are trying âDrEAMâ (DRop Everything And Math). Such a great way to bring play to math. #ElemMathChat
A3: I include a sense of playfulness by letting my Ss see me play with math and struggle with difficult ideas (for real) while still having legit fun. #elemmathchat
A2: Getting the right answer has to stop being the primary focus of mathematics instruction. When that's the focus, even implicitly (I'm looking at you assessments) it shuts down risk #elemmathchat
We are all benefiting from you, thank you for making us better. Plus it has @pearse_margie that's like winning the lottery and finding out chocolate is actually fat reducing #elemmathchat
In reply to
@RawdingMolly, @pearse_margie, @pearse_margie
A3. Turn things into a game. One of our favorites was playing "TEACH-O, KID-DO. Every right answer, or explanation Kiddos get a point. Every wrong one Teach-o gets 2. Worked great for reviews.#elemmathchat
A3: #countingcollections have been amazing to implement in primary grades. Kids are loving the playful feeling of counting âstuff.â Super interesting & fun!! #ElemMathChat
A3: There is a lot of mathematical thought in play. Teachers at our school utilize games in the classroom for students to "play" but they are actually fostering mathematical thinking. #elemmathchat
A3 I try to incorporate math games, may favorite now is Smath, and with my younger students they love Subitizing videos and Songs. I also do a lunch bunch. It's fun to see them outside of math time. #ElemMathChat
Q2/A2: I have a puzzle box of little games and puzzles on a shelf. When students are finished with daily work, they are welcome to come get a puzzle. These puzzles vary in complexity and are safe zones where students can succeed and fail. #elemmathchat
#ElemMathChat
THE POWER OF PASSION
Q4:
How do you instill a thirst for learning math in your students or if you are a coach/administrator,how do you instill a thirst for learning in your teachers?
A3: How available are the manipulatives? I mean, all of them. When Ss model mathematics using tools or representations that make sense to them, it fosters a very useful creativity and playfulness. #elemmathchat
A3: I think playfulness is connected to the energy we bring to the classroom. Positive energy is inherently fun. There's lots to enjoy together. Activities like WODB, Splat, Would You Rather, SolveMe,...can all feel 'playful'. #elemmathchat
A3 I try to keep much of our day light and fun. You will frequently hear us laughing together, even during work time. I want my little kinders to have that joy and playfulness forever #elemmathchat
#elemmathchat
Play has gotten a bit of a bad rap lately.
Playfulness in the lesson can often be the catalyst students need in order to truly understand a concept.
Q2/A2: also, when students answer questions, I do not immediately tell them if they are right or wrong. Instead, I ask why so students justify their mathematical thinking. I also ask students to justify why they believe their peersâ responses are accurate or not. #elemmathchat
A4 My class just read "A Long Walk to Water" . This has really opened their eyes to value of learning and how lucky they are to live in the United States. #elemmathchat
A4. When I was an elementary Ts I always had my degrees hanging in my classroom. I never see Ts do this but kids had such connections made and it made some want to go to college. It also highlighted for parents that teaching is a qualified profession #elemmathchat
Q4: looking at this with coachâs hat, I try to show my teachers the possibilities for math. What can you try to mix things up, to show a concept in a new way, to make it more hands on? And I model in the classroom #elemmathchat
A4 I think most students have a natural passion for learning that is encouraged by interesting questions and problem solving. Have yet to crack the nut that is teachers... #elemmathchat
A4 My Ss tell me I instill the thirst for learning math by incorporating real-life activities and ensuring they understand the "why." They see the connections from previously taught standards to newly introduced ones. #ElemMathChat
#ElemMathChat
THE POWER OF PASSION
Q4:
How do you instill a thirst for learning math in your students or if you are a coach/administrator,how do you instill a thirst for learning in your teachers?
A4 encourage a thirst for learning by engaging in fun, challenging, puzzling math. By finding questions, puzzles, tasks that engage Ss, they want to do more and own the math/learning. And I believe it all goes back to relationships - building trust. #elemmathchat
For me the formative assessments focus on the process because they are more informal observations and conversations. Selecting the right tasks/Qs on a summative can give me insight into process, but also looking for accuracy. #elemmathchat
#ElemMathChat
THE POWER OF PASSION
RT of Q4:
How do you instill a thirst for learning math in your students or if you are a coach/administrator,how do you instill a thirst for learning in your teachers?
A4: help ss see the real world math concepts that can be connected with the learning for the day/lesson/unit whatever it might be. And be creative and let ss know that you can experiment with math and that you don't always have the answer right away #elemmathchat
A4: I try to do as much modeling for my teachers as possible. But I must admit, that I have a great team. They are always willing to grow and typically jump right on anything that I suggest they try. #elemmathchat
A4: we utilize genius hour (or passion project) to keep sâs passions at the forefront of learning. So little of our state mandated curriculum lets sâs learn about what they want to learn about so we set aside time each week for developing our passions #elemmathchat#geniushour
Q3/A3: I smile and laugh with my students, a lot! When I make mistakes, I laugh at myself. I poke fun throughout each class period. I allow students to poke fun at me. I want students to see it is okay to fail, you just try again (and again and again!) #elemmathchat
A4: Encouraging the Ss to try something new. Giving them a chance to work with technology, create visuals, pose their own questions they wish to solve. #elemmathchat
Yes and the 5 Practices book from @nctm helped make everything so much more concrete. Helped me name what I was already doing and notice what was missing. #elemMathchat
#elemmathchat A4. Teaching that Math isn't a separate subject out by itself..We can read, write, have read alouds..use manipulatives..There's so many Math connections..and they see that
Q3/A3: I also encourage math games wherever possible. My students play and compete against themselves and one another. Prodigy Math, Kahoot!, puzzles, coordinate plan battleship, connect four math review - the list goes on and on! #elemmathchat
A4 I often invite students to be a part of making plans, setting goals, etc. What a powerful feeling to know you have a say in your learning! #elemmathchat
#ElemMathChat
Ss are more motivated to learn when they believe they can succeed in math.
THE POWER OF SELF-EFFICACY
Q5: How do you help cultivate SELF-EFFICACY in your students or if you are a coach/administrator, how do you cultivate self-efficacy in your teachers?
#elemmathchat A4. Teaching that Math isn't a separate subject out by itself..We can read, write, have read alouds..use manipulatives..There's so many Math connections..and they see that
Hi @pearse_margie and #elemmathchat my name is Ashley and I live in the metro Atlanta area. I currently serve as a Title I math coach for my school district. Never have I ever been surfing.
I use the NRC's 5 strands to evaluate my assessments. If I only address procedural fluency Ss pick up on that quickly and that's what I start to see in our day-to-day work. Error analysis or answer justification tasks elicit different thinking than pure computation #elemmathchat
Q4/A4: when students ask questions, I donât always give direct answers. I ask them to research and find out the solution to their answer. I want students to ask questions and seek their own solutions so they can see that they can be advocates of their own learning #elemmathchat
A5: Self Efficacy is so important. We focus on growth with our students. They all have data trackers and shade in red, yellow, or green after quizzes, or assessments. Students are excited when they see that they have grown. #elemmathchat
#elemmathchat
A5. Building responsible and autonomous learners means letting go of the reins and letting children give it a whirl.
Here are some words of wisdom from my friend @BarbaraGruener
When we see others getting their needs met and being supported, the way this system should as a standard basis, it is heart warming. We all get a dopamin hit, so I hope all keep sharing what is going right, never leave focus of what is going well #elemmathchat
A5: Having partners for each unit has helped. This year having a group (pod) that students can turn to if there is difficulty has helped. #elemmathchat
#ElemMathChat
Ss are more motivated to learn when they believe they can succeed in math.
THE POWER OF SELF-EFFICACY
Q5: How do you help cultivate SELF-EFFICACY in your students or if you are a coach/administrator, how do you cultivate self-efficacy in your teachers?
Q5/A5: I give students a variety of resources so they can learn on their own. I set up Google Classroom and load websites, pictures, notes, and more so that all is available to them - they just need to use the information themselves to grow. #elemmathchat
A4: I think students seeing our enthusiasm for learning is infectious. Letting them see that we are always learning inspires passio for learning. With the teachers I support, I think my enthusiasm propels our work together. We're in it together. #elemmathchat
#ElemMathChat
Ss are more motivated to learn when they believe they can succeed in math.
THE POWER OF SELF-EFFICACY
RT of Q5:
How do you help cultivate SELF-EFFICACY in your students or if you are a coach/administrator, how do you cultivate self-efficacy in your teachers?
A5: we read stories & bios of famous mathematicians. We talk about their struggles & how if they had given up we wouldnât be reading about them right now. Most importantly we explore how they are mathematicians & how every famous mathematician was just like them! #elemmathchat
A5: self-efficacy: must admit I struggle with this with teachers. With students I say letâs start with what you know (everyone knows something) and take it from there. Everyone is a beginning at one time or another! #elemmathchat
My teams have assigned roles and they function as little departments and I'm the CAO. They feel like grownups in real work environments sometimes #elemmathchat
q5: celebrate success, give corrective feedback in a kind way that will improve their practice, allow for risk taking with no consequences and most importantly create classroom culture where you set high standards for all #elemmathchat
Q5/A5: I also encourage students to talk and email directly to their teachers if there are any questions, concerns, or issues. I want students to be able to advocate for themselves - just like they will need to do in high school and college #elemmathchat
A5: self-efficacy: must admit I struggle with this with teachers. With students I say letâs start with what you know (everyone knows something) and take it from there. Everyone is a beginning at one time or another! #elemmathchat
A5: By setting realistic goals for teachers. They sometimes think they need to do it all after they receive some PD. A step at a time is better for many so that they don't become overwhelmed. #elemmathchat
A5: We also push for student ownership. They know their strengths and areas for growth and make choices based on their data. They are able to explain what they are doing and why they chose that activity. They take charge of their own education. #elemmathchat
Ss are grouped based on preassessments and sit with pods (3-5 students) during mini lessons. When we have stations or independent work, students can work within their pods or pose challenges/questions/debates to other pods. #elemmathchat
Q5/A5: I also make myself available to my students before school, during recess, and after school. I am always available, I tell them, but they must let me know that they need assistance and come seek that assistance #elemmathchat
#elemmathchat A5. Ss Believe they can succeed because I always tell them they can..Relationship with each child, figuring out how to instill the confidence and support
Q5: Self-efficacy is cultivated when Ss know that their Ts believe in them and when they know we will be by their sides ready to support them if needed. #elemmathchat
#ElemMathChat
THE POWER OF COLLECTIVE EFFICACY
Collective efficacy means recognizing everyone has something to contribute.
Q6:
In what ways do you encourage students to value the contributions of everyone in the math class?
Q6/A6: I am a big believer in displaying students work - I want students to see that their peers are valuable contributors to the classroom #elemmathchat
Makes me think that facilitators should have teachers write down one small action step they will take in the next month based on the learning. Then they can check in for follow through and another step #elemMathchat
A6 classroom norms:
'Ss have important mathematical ideas'
'we learn from each other'
'it's important that everyone has a voice in this class'
#elemmathchat
A6: I also thinks this goes back to your classroom norms. Never dismiss a sâs thoughts/ideas & do not allow them to do it to each other either. Try to give time & show respect for the thought process #elemmathchat
A5: I think supporting colleagues sense of self-efficacy starts with building relational trust. With that in place, we can get to the hard work that it takes to put our best foot forward. #elemmathchat
A5: Several of my teachers also have students sign up for small groups on their own based on their data. This has been so powerful and proves that students are capable of making decisions about their own education. #elemmathchat
#ElemMathChat
THE POWER OF COLLECTIVE EFFICACY
Collective efficacy means recognizing everyone has something to contribute.
RT of Q6:
In what ways do you encourage students to value the contributions of everyone in the math class?
Sometimes if a S is having diff tracking with lessons, I recommend they preview the eve before. I've seen some super-cool successes with that #elemmathchat
Don't forget about your incredible PD's! Plus, you've always been proactive about sending useful resources to other teachers (even teachers not in your building, like me) can use. #elemmathchat
#elemmathchat A6. Just like with other teams, everyone does have something to bring..Groupings with different interests, strengths, weaknesses, team feedback
Q6/A6: I also aim to highlight student accomplishment. I privately ask the student âcan I brag about you/your _____ to the class?â Once I receive permission from the student, I share the success so all can see #elemmathchat
A6 I try to encourage math talks where students control the discussion by sharing their learning. When you step back and let your students have a voice it can be quite powerful! #elemmathchat
A6 I simply thank students for all of their great thinking. I feel that has gone a long way in making Ss comfortable to share and accepting of all answer/explanations given. #elemmathchat
A6 My kids do a lot of partner check work. They work together until each of them get it and then they celebrate. They NEVER give answers. #elemmathchat
Sweet! I sometimes send emails to their fams or to their guidance counselors if they are demonstrating leadership qualities, empathy, etc. #elemmathchat
A6: Noticing and naming the contributions of all students. Low floor/high ceiling tasks that let everyone participate. Group roles, so everyone contributes. #elemmathchat
A6 I try to encourage math talks where students control the discussion by sharing their learning. When you step back and let your students have a voice it can be quite powerful! #elemmathchat
Honestly I DO love my job. I know the pay isn't great but some days I feel like it's just wrong to have that much fun and get paid for it. #elemmathchat
#elemmathchat
THE POWER OF EXPECTATIONS
Creating a culture of high expectations motivates students to achieve at higher levels
Q7:
How do you empower students to push forward in their learning of math?
A5. The most powerful thing that I do to cultivate self-efficacy in teachers and students is to teach that brains learn by a process of Attempt-Fail-Analyze-Adjust and Attempt again. Ss and Ts often think they are not supposed to be making mistakes. I say Yeah! #elemmathchat
A6: Three main ways: Demonstrate that I value each personâs contribution, ask students to reshape and build on each otherâs contributions, and use annotation/gesturing/probing questions to ensure that everyone understands each otherâs ideas. #elemmathchat
#ElemMathChat
THE POWER OF COLLECTIVE EFFICACY
Collective efficacy means recognizing everyone has something to contribute.
RT of Q6:
In what ways do you encourage students to value the contributions of everyone in the math class?
A6: It's powerful when Ss feel ownership of the understanding of their peers. When they're not ready to move on until a classmate's confusion has been resolved, you know you've accomplished something great. #elemmathchat
A6: The math specialists in our district have created Launch the Learning lessons to start units. Every student loves them, the lessons are engaging, and gives every Ss a chance to access the content. #elemmathchat
#ElemMathChat
THE POWER OF COLLECTIVE EFFICACY
Collective efficacy means recognizing everyone has something to contribute.
RT of Q6:
In what ways do you encourage students to value the contributions of everyone in the math class?
A7: I think you build the culture that we are always learning, always improving. We celebrate success and then ask where else can I take this? #elemmathchat
A7 Ss need to feel success and support by their peers and their teacher. We offer retakes on summative assessments and free after-school tutoring 2 days a week. #elemmathchat
#elemmathchat
THE POWER OF EXPECTATIONS
Creating a culture of high expectations motivates students to achieve at higher levels
Q7:
How do you empower students to push forward in their learning of math?
A7 provide tasks and questions that student want to work on,
be patient, encourage collaboration & reflection among Ss, give choice whenever possible-encourage Ss to take ownership and make it their own
#elemmathchat
Q7/A7: I embrace the productive struggle. I want students to question, collaborate, justify, & both teach and learn from one another. I allow students to sit with a concept or problem for a while before stepping in to guide. #elemmathchat
A7: When we value thinking, the process, and curiosity in our classrooms, students will naturally want to push forward. As educators, we are the one's that usually limit kids moving forward. #elemMathchat.
a7 I email home that day if a S doesn't have their hw prepared. My seniors hate that but, "If you don't want me to tell your mama, then...I certainly have other things I'd rather be doing." There's not much a P can do if they don't hear until weeks later. #elemmathchat
#elemmathchat
THE POWER OF EXPECTATIONS
Creating a culture of high expectations motivates students to achieve at higher levels
RT of Q7:
How do you empower students to push forward in their learning of math?
a7 This is the one that really gets me!! Recently pointed this out that we should always teach to the highest level Ss in our class, and scaffold the rest, we so often teach to the middle, that's a horrible idea. #elemmathchat Expect more, Ss will deliver
A6: Three main ways: Demonstrate that I value each personâs contribution, ask students to reshape and build on each otherâs contributions, and use annotation/gesturing/probing questions to ensure that everyone understands each otherâs ideas. #elemmathchat
#ElemMathChat
THE POWER OF COLLECTIVE EFFICACY
Collective efficacy means recognizing everyone has something to contribute.
RT of Q6:
In what ways do you encourage students to value the contributions of everyone in the math class?
A6: Supporting Ss w/ building accountable talk strategies so that they're better equipped to engage in conversations together that validate one another's ideas. e.g. "To add on to what he/she said," "Can u tell me more abt...", "I'm not sure abt..." #elemmathchat
A7: You have to build the culture that you can always do better or push yourself further. Can't be satisfied by getting the correct answer. Can you come up with another strategy to arrive to the answer? #elemmathchat
A7: When we value thinking, the process, and curiosity in our classrooms, students will naturally want to push forward. As educators, we are the one's that usually limit kids moving forward. #elemMathchat.
#elemmathchat I always believe all students can achieve high levels of achievement in math and I communicate that to them. I always believe that ALL students could be great in math. I promote growth mindset & and use formative assessment as part of that.
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THE POWER OF EXPECTATIONS
Creating a culture of high expectations motivates students to achieve at higher levels
Q7:
How do you empower students to push forward in their learning of math?
Yes! My teachers and students get so mad at me when I won't step in to save them. Productive struggle is so important and gives us a sense of accomplishment when we finally figure it out. #elemmathchat
A7: Don't set your own understanding of the topic as the gold standard that students should shoot for. When I genuinely accept that Ss can understand a topic as deeply as I do, but in a different way, we all benefit #elemmathchat
A7 One of my fav moments this year was when 1 S said to another "You aren't stuck, you are about to learn something" . Yes! I love how growth mindsets are developing with my littles. I love when they empower each other #elemmathchat
a6 I hold my facilitators accountable for making sure every voice is heard & learning needs are met in their group. The goal is to value & draw out the best in each other. #elemmathchat
A7: and I love when a student shows me a strategy or thinking I hadnât considered. I always want to point that out, that I am still learning too!#elemmathchat
A6: Iâm careful to avoid âvoice oversâ (repeating what kids say in class discussions). Repearing just makesnit evident that students don't have to listen to each other. #elemmathchat
#ElemMathChat
THE POWER OF COLLECTIVE EFFICACY
Collective efficacy means recognizing everyone has something to contribute.
RT of Q6:
In what ways do you encourage students to value the contributions of everyone in the math class?
#elemmathchat
Teacher clarity means planning with intention. It also means describing the success criteria in a way that students can assess their own progress.
Love this quote from Visible Learning for Mathematics
A6. I spend a lot of time on culture and relationship building. In the classrooms where I work, we spend a lot of time talking about the science of learning, the power of mistakes, and the fact that all humans are at different places in a lot of learning curves. #elemmathchat
A7: Empowerment connected to students knowing everyday that u believe in them and expect them to do their best, that they have important contributions to make and gifts others need. #elemmathchat
Earlier this year, I was in a classroom modeling and the struggle that I witnessed was so amazing, that I held off until the following day to come back to give them more time. They were mad in the moment, but were so excited when they figured it out in the end. #elemmathchat
Q8/A8: I use my âI can...â statements in lessons. Students know the goal of the lesson or unit is the specific âI can...â statements so that is what they each reach for. I then ask students to âproveâ that they can do what the âI can...â statement expresses.
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A8: Some Ts post student friendly learning targets. I also like the idea of asking students, at the end of a lesson, what they think the learning target was for the day. #elemmathchat
A8 I like to have Ss share using protocols from Visible Thinking's compass. What are your Needs? What are your Worries? What Steps will you take to move forward? What are you Excited about? I also like to have Ss share anonymous reflections w/ paper snowballs #elemmathchat
A6b. To help students value each other's contributions, we also pay attention to the language and tones that we use. We call each other out on any kind of language that "zings" someone for making mistakes or not knowing something. #elemmathchat
A8: staying the goal of the lesson is a must. If we donât talk about what it is we are trying to learn, we will have a really tough time getting there. Itâs like following a map with no destination! #elemmathchat
A7: Ss are encouraged to push themselves in math class when their effort is recognized, when understandings/learning along the way is celebrated, & when they can hear me cheering them on in the form of ?s that push thinking. They can tell I think theyâre capable! #elemmathchat
A7 High expectations is crucial for empowering S's but I also feel they need to be accountable for their learning as well. Self advocacy is taught, fostered and encouraged. When S's voice misunderstandings or justify their thinking, they ultimately feel empowered #elemmathchat
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A8.Part of intentional planning is purposefully creating moments where students need to explore, question, & discovery the connections between math concepts
Here's a great question to help elicit student connections from @TracyZager
A8 I like to have Ss share using protocols from Visible Thinking's compass. What are your Needs? What are your Worries? What Steps will you take to move forward? What are you Excited about? I also like to have Ss share anonymous reflections w/ paper snowballs #elemmathchat
Yes! If I want to hear something again, I can ask a student to repeat. Sometimes I might rephrase slightly what a student has said if I think other students heard it but either didnât understand it or could benefit from some new language to describe an idea. #elemmathchat
Q4: Kids have a natural tendency to want to explore. Creating an exploratory classroom creates space for my students to decide for themselves that they want to get excited about math. #ElemMathChat
Q8 setting goals for each students knowing what the curriculum looks like & how each standard build on to another one. Setting up@goals with students, making sure they are tangible for them. Telling them exactly what the measures of growth will be. #elemmathchat
A8: I like to do a check in at the end of a lesson. How do you feel you understand now? What things are still âfuzzyâ and need some more time? #elemmathchat
It was a challenge problem prior to them learning the content later that day. When I came back the next day, they had learned the pieces of content that they needed, so they were better prepared to tackle the problem. #elemmathchat
Yes! If I want to hear something again, I can ask a student to repeat. Sometimes I might rephrase slightly what a student has said if I think other students heard it but either didnât understand it or could benefit from some new language to describe an idea. #elemmathchat
Q8/A8: I also use the thumbs up, down, or to the side to have students share how they are feeling after learning. I also use a scale of 0-5 and students tell me how they feel using fingers, too! It helps me quickly assess what more I can do to assist #elemmathchat
When you get those, please @ me! I'm working on this, too. I talk about the need to embed learning. I supply glitter pens & that seems to help. #elemmathchat
I have students complete a reflection at the end of the day so that I can keep track of what they are doing daily. You also have to trust the kids, and trust that you have set up procedures and expectations that will get them to where they need to be. #elemmathchat
A9 Building relationships and trust is essential. Ss will engage in math if they feel safe. When Ss experience math as a fun challenge, creative, full of possibility, a puzzle, engagement and ownership increases.
#elemmathchat
A9: how can I make my class even more fun, inclusive & relevant? How can i strive to grow the little mathematicians in my room into strong, confident, older, curiosity driven problem solvers? #elemmathchat
A7. One of the best ways to empower students with math is to remind them that if they don't know how to do something, to go back to what they do know. The beautiful thing about math is how the concepts build and connect to each other. When stuck--find another way. #elemmathchat
@ctfosnot talks about learning as a landscape, where Ss may reach different points along a horizon. Conceptualizing reaching a learning standard as a single point that everyone has to reach is often unrealistic. Allowing for that variety actually invites choice #elemmathchat
A8: Learning goals and success criteria keep us focused but it is the small understandings on the journey that Ss need to have valued. The everyday progress is what keeps us mathematicians hungry for the work! #elemmathchat
I need to incorporate more self reflection in my lessons. I am really good at motivating students & building relationships, however I think I need to make them more accountable for their own growth. #elemmathchat
A9 Building relationships and trust is essential. Ss will engage in math if they feel safe. When Ss experience math as a fun challenge, creative, full of possibility, a puzzle, engagement and ownership increases.
#elemmathchat
A8 Learning goals should be specific & attainable for each S. So powerful when S's reflect on their own math journey. I like to use baseline work from the fall or reflecting on growth by looking through math journals over the course of a year. Celebrate growth! #elemmathchat
