My name is Ron Martiello. I am very excited to lead the discussion tonight. I am a Learning Coach for the North Penn School District in Southeastern PA. I support teachers in Personalized Learning, Mathematical Practices, and Technology Integration. #3rdchat
Q1: What are the elements of a traditional Math class? Which of these elements still exist in your classroom? What Math shifts would you like to make? #3rdchat
A1: Elements of a traditional math classroom: students working silently, lots of worksheets, rote memorization, lack of manipulatives. Some of my units contain too many worksheets. I want to look for more creative ways for students to show mastery on those units. #3rdchat
A1 a traditional math classroom is teacher led whole group lesson and practice. Everyone on the same page/problem doing much more listening that talking and sharing. I want my math lessons to be more student led. #3rdchat
Lots of worksheets, independent work, and standard algorithms is what “old” math looks like. I feel like we have shifted from that and have applied a more student friendly model where multiple ways to solve are okay, collaborating to solve a problem is a norm #3rdchat
Building up to the higher level thinking problem is old school. I’m trying to start classes with the higher level thinking to encourage the “productive struggle” #3rdchat
A1: I think traditional math classes still teach math, entirely whole group w/ an instructor up front & students at desks- taking notes/zoning off. I do some whole group instr.- a lesson intro., then move into sm. groups, tech. centers, fluency stations, & games. #3rdchat
I would say the traditional math class is whole group instruction, guided and independent practice, worksheets, and little creativity. The shift was definitely necessary! #3rdchat
A1: Looking of rmore flipped classroom ideas, switching to additional PBL to integrate multiple math skills (I do some but I think we need more), and allowing for more student led math instruction. #3rdchat
A1: I would say the traditional math class is whole group instruction, guided and independent practice, worksheets, and little creativity. The shift was definitely necessary! #3rdchat
Q2: Many times learners who struggle with Math say, “I’m not a Math person.” How have your shifts in Math helped learners with their disposition toward the subject? #3rdchat
A2: Anyone can learn math! I try to create an environment that supports learners beyond "Answer Getting." Balancing conceptual understanding, procedural fluency & real world problems allows students to think more deeply about Math. I take my time & let students think. #3rdchat
A2: We have been focusing on "internal critic" vs "internal coach" during Morning Meeting. I have seen the greatest impact of this in math. We are learning to embrace struggle and realize that learning is messing. #3rdchat
A1: I'm a 2nd year teacher still relying heavily on curriculum, so most of my math lessons seem to be WKBK pages with a lot of groaning from Ss. I'd love to shift to more collaboration, creative projects, and flexible small groups. #3rdchat
Love small group instruction. I like to keep small groups flexible. Sometimes traditional rotation. Sometimes free-form and student-paced. Follow @Catlin_Tucker. Tons of ideas for station rotation.#3rdchat
A2: I think the way I teach math is empowering for students. Pulling small groups, center rotations, technology, manipulative and pictorial strategies all lead to students understanding math in a different way. I can reach students at their level and push them to mastery #3rdchat
A2: Ss verbalizing their lack of confidence in math or themselves as students has been a focus (did my MA thesis on this topic) & what I have found through research & trial/error is that increasing students math vocabulary and fluency can create confident students #3rdchat#IMO
A2 We work to understand that everyone can learn math, that all are at different levels in everything. So we need to be open to share, listen, and try difficult things. All efforts are accepted as long as we keep moving forward. Mistakes are where the best lrng happens. #3rdchat
Q3: Shifting to a learner-centered classroom means understanding not every learner is at the same place in the curriculum. What shifts do you make to ensure you are meeting the needs of all learners? #3rdchat
A2: we talk about all the time how you don’t have to be a “math person” to be successful at math. We learn and thrive in ours and others mistakes. #3rdchat
A3: I love this resource from @achievethecore. When students struggle with the prescribed standard, use this virtual coherence map to find the prerequisite standards. Then, I plan for a pathway back to the prescribed standard. https://t.co/g0srJwaH5N#3rdchat
A3: A learner-centered classroom means that students can work at their own pace- to an extent. I still teach the lesson, & work w/ sm. groups but the tech that Ss are using is self-paced. Students can review, I can reteach, and reassess. Ss can grow, I can fill gaps #3rdchat
A3: I teach in small groups and use a lot of manipulated and whiteboards. We have a pacing guide we have to follow but using flex days and hands on games helps more than just moving on #3rdchat
A2: I am “not a math person” so I get super excited about math concepts and tell them that I took algebra in HS 3x (9th, summer school, 10th) and my grade went up each time. Practice and trial and error. #3rdchat
A3: one of the shifts I’ve made is to make sure I have online resources available when students needs a refresher and I’m not available. We use @Schoology at my school and it’s working well. #3rdchat
A2: Kaylee from CO 2nd grade here! 1st attempt at a chat;) my kids have a menu they choose from based on their formative assessments through the week. Trying to get them to work on their needs:) #3rdchat
Q4: Homework is a hot topic. How can we design learning in the classroom that decreases or eliminates large amounts of Math homework for our learners? #3rdchat
A3: I pull small groups daily. They are based on the skill level of each student so that groups contain students who struggle with and excel at the same things. This allows me to focus in on the particular needs of each student. I have found so much success with this! #3rdchat
Ashleigh, check out @joboaler from Stanford Univ. She talks a lot about the brain and how anyone can learn Math. She promotes Math Mindset. I am all in. #3rdchat
Preteaching, reviewing math terms, restating using this vocabulary- builds a common language. Ss that understand these words = less likely to panic during wd problems, online tests, & in front of the class. I'm a wordsmith & I give my Ss this vocabulary early & often #3rdchat
A4: Also, "Hacking Mathematics" by @MathDenisNJ. One of Denis's hacks is to find Math at home. Take a picture of it and create a problem. Lots more hacks that can help you and your students in Math. https://t.co/DlBqit4FQQ… #3rdchat#Makeitreal
A4 I don’t give homework. I have found that those who do it don’t need it and those need it don’t do it. Spend the time practicing in class and find games they like to do at home that isn’t “learning” 😉 #3rdchat
A3: one of the shifts this year is making time for reflection and feedback in content areas weekly. We are all getting more comfortable talking about math. #3rdchat
Q4: I teach at a 4-day school and HW is essential. I keep it to the lesson HW- 8-12 problems. I try and encourage online work such as fluency or math gamification... fluency build confidence in my opinion #3rdchat
A4: John from STL MO sneaking in... no longer give homework. Getting Ss thinking in class as well as using online options like Prodigy as well as conferring help to know what kids understand #3rdchat
I use it to tell them that sometimes it is the teacher too. You have to be vocal about how you learn. Lowest of Fs to a C in six weeks isn’t all the student. I can’t do my job well if you don’t do yours - study but also be clear when you need help. #3rdchat
A4: very passionate here about NOT giving homework. I’ve done it both ways in my past 9 years of teaching and there is very little good that comes from it. Giving kids time in class to talk and work collaboratively with math is enough! #3rdchat
Reflection can be overlooked when we get busy. However, students need to know how they learn. Love the feedback piece too. Perceptual Data is important as well. #3rdchat
Q5: We learned Math in rows. We were told not to talk because it would be “cheating.” How have you shifted Math in your classroom to capitalize on social learning? #3rdchat
A4: During a lesson on multiplication, one girl typed up a word prob at home about our class mascot for everyone to solve. She was way more excited about that than the math packet that's assigned every Monday! #3rdchat
A4 I am interested in hearing everyone's thoughts on this. As a parent, I like for my kids to have homework. It helps me see where they are and gives me the opportunity to hear their problem solving. I also believe fluency practice is vital for bldg math confidence. #3rdchat
A5: Using shared Slides in Google so that Ss can see others thoughts/work and comment on them; partners discussing; groups having to come to a consensus on problem solutions; @flipgrid to encourage multiple perspectives and discussion #3rdchat
A4: I never assign math homework. I suggest fact practice but they've learned ways to practice that they find fun, rather than worksheets. Ss have learned games with dice, paper, math videos for reinforcement, and computer sites! Prodigy is always a favorite! #3rdchat
A5: we’ve been doing a lot of visual math lately. Loving Which One Doesn’t Belong and #NumberTalks! Hearing kids talk through their process has been eye opening! We truly are learning from each other when we embrace that it’s okay to do it different. #3rdchat
A5: we talk all the time, we learn in small groups on the floor w/ whiteboards on the walls, we play math games, & I encourage them to use their textbooks and journals when taking math tests. It is as much a test on what you know as well as how you can access the info #3rdchat
A5: Collaboration and conversation are the center of all word problem, problem solving in our class. We love to share- "who did it differently, and got the same result?" #multiplestrategies#3rdchat
It is something that is a part of our Unit of Studies writing and reading so I'm trying to expand it and do it more in Math... work in progress #3rdchat
We tell them they should practice facts nightly and read daily. We don’t do assigned work unless it is critical for tomorrow’s lesson.We have a lot of kids who are working on freckle, a math game online that I can’t recall but they love, and read theory which they access #3rdchat
A5: we’re #BetterTogether! I love partnering my kids up and having them discuss/teach their strategies to help deepen their understanding, and help clarify the learning of their peers. Math shouldn’t be a “by yourself” subject. There is so much opportunity key in groups #3rdchat
Q6: Math is not just about solving algorithms. Learners need to “bend” the Math and make it work for them. How do you design learning, so students see Math as a tool to solve real world problems? #3rdchat
So I actually don’t even know how or use the program. Our class was created from other classes in Oct. the kids have access from their previous teachers. It is goal to get on in the next few weeks. Made my acct yesterday. #3rdchat
A6: Real world Math is not always given in a word problem. I am becoming a huge fan of Numberless Word Problems and 3 Act Math. @ddmeyer@gfletchy#3rdchat
A5 Kids sharing problem solving strategies is a powerful experience. We spend time learning how to work together. It doesn't mean giving someone the answer so you can move on rather is involves coaching. #3rdchat
I use 3 act math with an advanced math group. Not sure why I didn’t think that should be for all! But I’m going to change that! We love 3 act math tasks! #3rdchat
A5: We use #Kagan cooperative learning structures in math all the time! Rally coach, numbered heads together, showdown, etc. are powerful ways to get Ss explaining the math they learn and helping one another be successful at the same time. It also develops social skills! #3rdchat
A6: I think creating situation where Ss use the math taught, in fun ways, is helpful to increase engagement & build understanding. We are studying fractions & we'll make quesadillas, & share them with various people so we can practice partitioning into diff. denominators #3rdchat
A6 I work hard to find alternate ways for my students to become problem solvers. Using manipulatives helps them to “play with math” and make connections their own way. We also tell real life stories about how we use math in everyday tasks. #3rdchat
A6. We have open response problems they are real world based but I would like to get back to more of the things we did when we were between adoptions. Things like giving them a budget and an add and having them shop for example #3rdchat
A6. Number talks centered on things they relate too. Also just had the counting collections practice demo'd in my class and want to use that more for flexible thinking. #3rdchat
A7. I encourage students to use their text/reference book and journal to help them recall how to do something. Some actually do use them. They also use manipulative as they feel they need them. Show me what you know- not what you recall. #3rdchat
A7 A colleague uses flipgrid for math assessments. The s's film themselves solving a problem. He sees their work and hears them explain their thinking. He has such an insight to each child. #3rdchat
We still have traditional assessments currently but LOTS of formative assessments (daily) leading up to those. We look at questions we got wrong and then do reteaching on those skills, not just the question asked on test. Can’t wait to hear others on this topic! #3rdchat
Yes!!! Kids aren’t cheating. They are watching observing and mirroring academic behaviors. This is how students learn how to play. Let the students play with the Math. Want to check their learning? Talk to them. #3rdchat
A7: Math journals give students time to process, and show multiple ways of doing one problem. In my class- there is not one answer- as long as they can show their work, their thinking, and evidence to support. #3rdchat
A7 In my classroom, we have a math toolkit that students use to help them solve problems. They are also able to access notes and vocabulary lists. I want to know what they can do not what they remember. #3rdchat
A7. Conferring/demonstrations... let them speak and show vs always a paper pencil test. And tech is a friend with Slides and/or video helping collect evidence #3rdchat
One of the things we do too to encourage independent math practice at home is we have a white board with Freckle headers. I read the class helper section of their emails and post the names for others to seek out. They want their names on the wall so they practice more #3rdchat
A7 I encourage my students just start with what they know and build on that. Different students are approaching the same tasks with various strategies. We also do gallery walks so our students can show what they know. #3rdchat
A6: Math is in everything! We do a lot of problem solving and I love teaching it, but it's so hard for Ss! I've done a little bit with math #PBL but I'd like to incorporate it more often. #3rdchat
Q8: Reflect on our discussion tonight. What shift did you see mentioned that you will start in your class within the next week? Give that person a shoutout and follow them if you haven’t already. #3rdchat
A8 I have already followed so many tonight! A lot of good reminders to give students lots of opportunities to make their learning visible and to talk to each other. #3rdchat
A7: While I still give traditional assessments so we can compare data district-wide, I think #PBL would yield the same result. If Ss are asked to perform a task, they must show their understanding of the skill in order to complete it. I see this shift happening soon. #3rdchat
I do the same thing! I like allowing the students to share and hear other classmates’ strategies for solving problems and getting same solution. #3rdchat
