Thanks for making this happen! Looking forward to learning from and with two of the best math educators and all around great people, Matt and Tom! @MattAnderson289@tomkaz10#octmchat
Hi, everyone! Jodie - President for @ohioctm and math coach @HilliardSchools So glad you're here tonight! My favorite holiday movie has got to be Christmas Vacation. Putting the fun back in dysfunctional! #octmchat
Hi! I'm Christina... one of the math consultant/coaches in Cincinnati @HamiltonCoESC ... and past-president of OCTM... I have Charlie Brown Christmas on in the background, but I LOVE Elf!! #octmchat
Happy December, Math Chatters! I am Jacqui Lehmkuhl, Vice-President of @OCTM, and am also honored to be the Math chair at Troy High School. All things Elf makes me smile. "I know HIM!" I use that line all the time with logarithms. #octmchat
Shirley...math department chair at Wayne HS in Huber Heights and OCTM West District Director and I think I have to go with A Christmas Story!
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A1: Great question - we've been talking about this a lot in our data teams. How do we know what our students learned from the experience? Class debates uncover a lot about student thinking. We've also been looking for application of knowledge to new situations. #octmchat
Angie Adrean, CAO at Worthington Schools...but most importantly, I get to learn with Tom and have also worked with and learned much from Matt! #octmchat
1) When my mathletes are acting like mathematicians! They demonstrate the 8 Mathematical Practices. Purposeful talking, risk taking, reflecting, spotting patterns, Own their learning and retain the information. #Joyful#octmchat
A2 How do you know it wasn’t effective? When I get a stale response or look. When I need to ask someone to respond instead of having a group than all wants to answer and explain their thinking. #octmchat
A2: I agree with so many of you about the lack of conversation! That always raises a red flag for me! "The one doing the talking is the one doing the learning." If the teacher is doing most of the talking, what are the students learning? #octmchat
Q2: Numbers may not tell the entire story, but they don't lie. I rely on the data from many, many, many formative assessments. I have felt some lessons were "Mathmazing", but when the students could not explain the conceptual interweaving of ideas, we have more to do. #octmchat
If we are struggling with a problem I like to ask kids what the easiest part is, or what they know for sure. Have a little success before moving on. If I have a tough crowd sometimes I make mistake intentionally because it keeps them on their toes! #octmchat
A3: I think we have gotten better about making student voice a priority in many areas of our planning as educators - student buy-in so important! #octmchat
A3: We are trying quality improvement in the classrooms doing small scale inquiry. After a cycle or lesson (or PD) a plus/delta is done on what liked liked and what they’d change. Lots of stories of students buying into this. #octmchat
I agree that multiple sources of formative assessment are key! Such an important skill to be able to plan opportunities to gather all the right data. #octmchat
A3: I am a really big fan of surveying my students about how they feel about our class on a regular basis. After I survey them I share the results and we talk about changes all of us can make to improve our learning environment #octmchat
A3: allow students to give feedback about what happened in class that helped them to "get it" and what they need tomorrow to further their understanding #octmchat
A3: Thinking about how many new connections students were able to make as a result of the instructional practice used. Did I help them push and extend their thinking? #octmchat
When students turn work in they have to self assess how they think they did and place their paper in a green, yellow or red tray. It’s reflection tool that gives me a lot of insight on a student’s confidence in their understanding. #octmchat
A3 Students are a huuuge part of my reflection. I don’t like to plan math lessons too far in advance. I plan my whole group mini lesson the day before based on how guided math went. I have a very vocal group of students. They let me know exactly what the like! #octmchat
A3: Students are at the center of our instruction - their role is essential! Expecting them to reflect on learning, ask questions, use #notice#wonder, and establishing a culture of curiosity is central for me. #octmchat
A3: As a math coach, I try out new things in classrooms all the time... I find myself asking Ss (and Ts)... "What do you think? Was the helpful? How could we make it better?"... Ss are definitely my temperature check of how things are going #octmchat
A4: I always start by reflecting on the questions I asked. Usually I will find that I spent too much time in DoK 1 and that was the root of why a practice failed. It probably wasn’t the practice that was inherently wrong but how I facilitated it. #octmchat
A3: Authenticity Matters! My Christmas wish is that my mathletes be true to themselves, to be open, to be flexible to new ideas. I see them hiding, lurking, and desiring tricks. 'Tis the Season of Understanding ~ Not answer getting. #octmchat
A4: conversations with trusted colleagues go a long way in providing support and having a soundboard for trying new ideas! Developing positive relationships with peers is so helpful! #octmchat#PLN
I need to use things like red tray/green tray more often!
I also like to ask if there is any topic/type of question that would cause them to panic if I gave them a quiz right that moment...hoping to help them feel comfortable with the idea of not knowing YET.
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How are people planning for lessons? I am working on a lesson planning overview document to help teachers be more intentional with instructional practices #octmchat
A4: I get my best ideas from kids - so I usually ask them. What worked? What didn't work? What do you need from me to learn/understand this better? #octmchat
So true. My best growth happens in between classes when the other math teacher and I reflect on a lesson we just taught and what adjustments we will make before teaching it next. #octmchat
A4: if it wasn't a complete face plant, I let it stew awhile. I extract pieces and test out to determine exactly where things feel short. Revise and try again. #octmchat
A4: I do mid-course corrections all the time! And... for those of us lucky to have "bell 2"... we can make tweaks along the way! (Then we just need to apologize to our 1st bell students) #octmchat
