Calah Houk

Future educator studying at the Ohio State University🍎📖

[Calah Houk @CalahHouk]

@__missarmstrong @MissErinOSU I completely agree! Learning the why is important, that’s such a common thing for kids to ask and we should try and provide them answers whenever we can. I also like how you mentioned collaboration, students are there to learn from each other not just the teacher.

[Calah Houk @CalahHouk]

@MissErinOSU A9 #OSUElemMath I’m sure this happened, particularly when memorizing definitions in school that didn’t mean much to me. But, the reading shows that through collaboration, problem-solving, and support, students can be lead to a more concrete definition without rote memorization.

[Calah Houk @CalahHouk]

@harrold_hannah @miss_shelbyg I completely agree! I really liked how you mentioned that she questioned students. It was great to see how she lead them to the answer while still allowing them to use their own thinking and strategies.

[Calah Houk @CalahHouk]

@miss_shelbyg A8 #OSUElemMath I would use methods similar to both teachers. They simply posed a problem and left it open to the students for how they wanted to solve it. Providing manipulatives from the start could have been better for supporting students, but discussion afterwards was key.

[Calah Houk @CalahHouk]

@teacherljames @misskalyanova This was a great way of analyzing how the student worked their way through the problem. I like how your question allows the student to elaborate on their thinking, so as for you to have a better understanding of what they know.

[Calah Houk @CalahHouk]

@misskalyanova A7 #OSUElemMath The student was able to use a direct modeling strategy using tens which, as stated in chapter 7, is a development of the grouping strategy. Looking at questions I might ask, one could be why she used the base ten blocks in the context of that problem?

[Calah Houk @CalahHouk]

@missckellyy @MissSarahOSU I love how you brought up collaboration between students! People sometimes forget that it is okay for students to work together. Out in the “real world” collaboration is always happening, especially if people learn at an early age to ask for help when they need it.

[Calah Houk @CalahHouk]

@MissSarahOSU A6 #OSUElemMath A great way to do this, discussed in chapter 5, was integrating these skills/concepts into the curriculum. This is done through not explicitly teaching but giving students the opportunity to naturally see these concepts in their own work while solving problems.

[Calah Houk @CalahHouk]

@DhamayanthyN @MissMcElroy_ I love how you mentioned “monitoring and honoring”. I think this is a great way of putting in to words what teachers should do when it comes to documenting as well as understanding a students work!

[Calah Houk @CalahHouk]

@MissMcElroy_ A5 #OSUElemMath promoting different strategies either through your own demonstrations or using student examples. I feel that it is also important to encourage students to understand the importance of saving & explaining their work, which can even assist with documentation. (2/2)

[Calah Houk @CalahHouk]

@MissMcElroy_ A5 #OSUElemMath One way could be to establish a flexible classroom environment. This can range from allowing students to work anywhere in the room, having a variety of materials for students to document their work (whiteboards, paper/pencil, Flipgrid, etc.), and (1/2)

[Calah Houk @CalahHouk]

@harrold_hannah @MissHuston23 I think this is a great example of how to allow students to build a sense of agency in the classroom! Making those real world connections and allowing students to have a voice, while also relating it to content areas, can make a big difference in their learning experience.

[Calah Houk @CalahHouk]

@MissHuston23 This allows students to formulate their own understanding of a bigger concept like social justice in the framework of a core subject in school like math. This, in turn, gives them a sense of agency. (2/2)

[Calah Houk @CalahHouk]

@MissHuston23 I think dramatic play, such as the Rosa Parks activity explained in one of the readings, can help students to conceptualize elements of math in the context of social justice. (1/2)

[Calah Houk @CalahHouk]

@MissHuston23 I think some ways to do this are when reading a book you can ask students to count what is on a page, or during dramatic play such as a grocery shopping scenario, have students count what items they have. Just having a more simplistic exposure to numerical concepts can help.

[Calah Houk @CalahHouk]

@teacherljames @professorteds This is a great point to bring up! A teachers attitude can have a negative or positive effect on their students. Therefore, they need to be the ones to take that extra step in building up a students confidence in math and in every subject.

[Calah Houk @CalahHouk]

@professorteds It shows, racially, who has the privilege. I hope to establish an understanding that regardless of race, gender, etc. students are more than capable of developing math skills. (2/2)

[Calah Houk @CalahHouk]

@professorteds A stereotype I’ve encountered is that Hispanics are generally not “good at math”. Being Hispanic myself and doing well in math, I felt like this stereotype never made sense to me. Stereotypes such as these hinder students self-efficacy in this subject. (1/2)

[Calah Houk @CalahHouk]

@MissChloeK_OSU @professorteds This is a great example of how ridiculous teaching a subject the way we teach math now is! I enjoy playing board games and something like this, that can be fun, is changed into routine and boring work when comparing it to the ways math is taught today.

[Calah Houk @CalahHouk]

@professorteds I think another example of a subject that would be ridiculous if taught the same way is Phys Ed. You would study different sports by watching videos, looking at pictures, diagrams, etc. But never physically playing them until further in your academic career!