#5thchat is for people interested in chatting about topics in education, especially as they relate to Grade 5. The goal is to connect people who enjoy learning & sharing, plus supporting & creating partnerships worldwide!
Welcome to #5thchat! Excited to host tonight and can't wait to learn from all of you tonight!! Please introduce yourself and add a GIF about how you feel about Math!
A1: Ask students to create a math word problem that explains their day...(I spent x minutes getting ready, x minutes fighting with sister, etc) #5thchat
A1: I use several different ways to start math class from which one doesn't belong, math talks, @quizizz@GetKahoot all are great ways to start my day #5thchat
A1 Unfortunately, our math time is first thing and we have to get out the door to specials less than an hour later. I flip their math instruction, so everyone is working on their own thing at their own pace. Crunched by time! #5thchat
A1: Thinking about it, I’m not sure I do start math off with anything exciting. Frequently we come in from lunch and get moving. I’ll be looking at other people’s answers for some ideas to implement... #5thchat
A1: I try to do an activity to start off the lesson. I try and make it something hands on/dynamic to get their interest and have them engaged from the beginning. #5thchat
A2: have students bring in a picture and create a math story about the picture. Can vary the constraints to differentiate. One might include multiplication, another algebraic expression. #5thchat
A2 I see our educators using math journals, manipulatives w/open-ended problem solving, spiral review and of course, our visual instructional program, ST Math. #5thchat
#5thchat. I teach the main lesson using Cognitively Guided Instruction. It focuses on problem solving with teacher guidance using appropriate questioning strategies.
A2: I’m using the flipped, self-paced math that @yenneam developed. The kids seem pretty motivated to move at their own speed. There are also some that are motivated by more targeted instruction from me that flipped math allows for #5thchat
A2 I create instructional videos using @educreations , and then we do collaborative work on the practice problems. Some groups use manipulatives, some create videos or models of their work. Small groups to fill in gaps in skill understanding. #5thchat
A2: I like the use of stations where students do different types of things in each one and are in control of the pace at which they are learning #5thchat
A3 Pretest every unit and allow students to move past what they already know to honor their current knowledge. Multiple attempts at mastery for those who need more instruction before they try again. The power of yet! #5thchat
A3: this year I have started the self-paced math with activities for students to work on at their own pace. We talk about being "ahead" doesn't mean they are smart or I am dumb..but that we all learn at our own speed! #5thchat
A3: Students are always able to retake their tests until they get a score above 80%. Wrong answers are treated as opportunities and not failures. Teachers edition with answers always available. Mixed degrees of success with this. #5thchat
A3: I share some how in the 80s, for me at least, it wasn’t cool for girls to like math and they think that is so ridiculous now. Gets them feeling like they are on a mission to prove that’s not the perception anymore. #5thchat
#5thchat - This happens through Number Talks. I take all answers before choosing a student to defend an answer. Sometimes I will purposely pick someone with a wrong answer so we can all see and discuss the mistake. Mistakes are seen as an opportunity for learning.
And not to mention that you might "get" this concept faster than me, but it might be reversed on the next concept. The smartest person in the room is always the room. #5thchat
A3: I think it’s important to foster in the classroom the idea that getting things wrong is not a bad thing, but a part of the learning process. Without it, we wouldn’t know where we need help. #5thchat
#5thchat - CGI is a teaching strategy wherein students are asked to solve a word problem using existing skills. The T looks for certain strategies to highlight that will lead to the most efficient strategy. Those kids teach the strategy to the class.
A4 Self-paced is being able to identify what needs to be learned, find the resources needed, and take ownership of the process, which includes asking help when you need it! I have a student who wants to work through two lessons a day and asked me to help him keep going. #5thchat
A4b: I started self pace in my math class this year! It is a work in progress but so far I am finding success for my students. Organization is the key! #5thchat
Self paced learning is allowing those who don’t need what your teaching, who already have it, to move beyond, and for those who need you’re help the most can get it, in a small enough group to meet their specific needs #5thchat
A4b YES!! I've had many students finish 5th grade math before the end of the year and then get started on 6th grade standards! Flipping allows them to keep moving. #5thchat
A4b: one room I’ve used for this is stairs and stars. I make a staircase with progressive learning targets for each step. Then students write the date and evidence of mastery and put a star on each step as they master. Simple graphic motivator. #5thchat
A4b: This is my first year. Self paced was always a 3 years out goal. Decided to jump off the deep end instead. Varying degrees of success, but most of the kids are excited for math time, which is the most important thing to start #5thchat
#5thchat - Yes. I use iReady at the end of our math block to allow for self-paced learning. And I've had Ss in the past work out of higher level texts. Hubby is a Calc teacher, so I have access to all levels.
#5thchat - This is really embedded in the CGI process, because there are so many turn and talks, plus mini conferencing. They know they will be responsible for a verbal explanation, no matter what strategy they are sharing.
A5: Part of my learning has been to let Ss fall flat on their face. For a few of mine, bombing the Unit 1 test was a wake up call that I wasn’t going to rescue them. I’ve already seen great work habit learning from that “failure” which will pay academic dividends #5thchat
A5 I have a weekly check in with all students where they identify their mastery level for each skill. They also are responsible for checking their own work against the answer book-I've worked all the steps to the problems. If you got it, keep moving. If not, get help! #5thchat
A5: I ask them to connect something they’ve learned this week (in math) to something they’ve learned in another subject or something that interests them. Sometimes the connections are silly, but they have to think about the content and make a unique interpretation #5thchat
A5: I try to give Ss several outlets to show me their learning. Some like paper and pencial, some like creating, some like talking it out! They love being the "teacher"" on @Flipgrid#5thchat
#5thchat - Even a silly connection will lead to greater learning, though. And what's silly to someone else might be what that kid needs to learn something.
Yes, I allow failure because failure isn’t final. You can always show me that you have learned from your mistakes or ask for help learning from them. #5thChat
I like doing Exit Tickets. Students turn them in at the end of the lesson and they express how they are doing and how they are feeling on the math subject we’re currently on. #5thchat
A6 One of my favorites is to have them create pattern block creatures that show predictable growth. From their a function table, an equation, and ultimately graphing ordered pairs. #algebrafun#5thchat
A6: not exactlya lesson, but an engagement strategy for any lesson is to have the kids do math play by play. One student works out a problem. Another student looks over his/her shoulder and does commentarylike a sports announcer. Third student records it. #5thchat
#5thchat - Recently, I taught volume by giving the kids plastic boxes and some Unifix cubes. They had to figure out how many cubes fit, even though they didn't have enough cubes. That challenged them to "invent" the Volume formula. Great problem solving that day.
A6: just found you guys! I have a student who loves Bentley cars. I told him to find examples of slope on it! Got him thinking real fast! Jumping in from Texas. I teach #spanish#algebra#geometry and #science#5thchat
A7: still too many schools not allowing retakes and redos. When students get in a hole, they give up, but that’s exactly when real learning can take place if allowed. #5thchat
A7: My biggest pet peeve is that we let children think that it is ok to not be a math person! We don't accept when someone can't read! We also need to realize that worksheet after worksheet page is not going to make a math student. #5thchat
A7: It’s dying, but I still know it exists: Whole group math instruction. Many are bored, some get it and those who need help most checked out when you said “it’s math time” #5thchat
A6: not exactlya lesson, but an engagement strategy for any lesson is to have the kids do math play by play. One student works out a problem. Another student looks over his/her shoulder and does commentarylike a sports announcer. Third student records it. #5thchat
A7: the pacing doesn’t fit everyone. I now work 1to1 in private school after working for 7 in public school. Greatest benefit is pacing 4our Ss. We slow down or speed up. #5thchat
A7: continued: Having said that, I always told my former Ss that we learn at different paces, so challenge self a bit more each day to continue growing. #5thchat
Thanks to everyone who participated in this evening's #5thchat - especially @mrsseibel5th for moderating a great chat!!!
Please join us next week as @elena_SF_CA moderates: "The #NGSS & Student-Centered Lessons & Practices."
Have a great night! #GoCubs
