We have been doing for years but for 3 minutes. In addition to the best conversation we hear, it also helps reduce anxiety. What is stopping you from trying this? @LetsHallDoMath
Loving our new whiteboard surfaces to introduce area as a product and area as a sum with algebra tiles in @CPMmath integrated 1 lesson 3.2.1 with @Mskarpmath Thank you @PUSDinnovate
Two things I often say in my classroom:
1. It's okay if you're wrong. I just want to know what you're thinking.
2. Remember, we're on the same team. I'm here to help.
Did 4 quadrant notes in my #thinkingclassroom today for @CPMmath integrated 3 lesson 8.1.2 and look at the “create your own” they came up with! @pgliljedahl
@abbybates24 I gave them time to work on a few check your understanding problems after and a few kids decided to write the 4 Quadrants into their notebook on their own. But no I didn’t formally do anything with it after. What do you usually do? This is still new territory for me
One of my big takeaways from @abbybates24 at the @CPMmath pre conference on #thinkingclassrooms was using Core Problems as a part of our closure and 4 quadrant notes. This is from Integrated 3 lesson 7.1.1
One of my big takeaways from @abbybates24 at the @CPMmath pre conference on #thinkingclassrooms was using Core Problems as a part of our closure and 4 quadrant notes. This is from Integrated 3 lesson 7.1.1
What does team work look like, feel like, and sound like? Today my 4th period came up with one of the best lists I’ve ever seen when I’ve done this activity!
Teachers collaborating on notes for thin slicing equations! Love our BTC 2.0 cohort! Thanks @LetsHallDoMath for facilitating with me this year! #ThinkingClassroom
@Mskarpmath and I added a few extra questions to core problem 9-44 @CPMmath integrated 1 9.2.1 to roll a dice to decide what question to respond to with their team
If a student turns something in late, it doesn’t mean the student has less understanding of the content, assignments turned in on time doesn’t mean the student knows the content more.
A simple leadership tip: ‘If' a student learns should be more important than 'when.'