The #WCHA claims the No. 1⃣ team in the country again as @MavHockey holds down the top spot in rankings for the third week in a row❗️
#WeAreWCHA | #HornsUp
Is anyone else frustrated by so called "equity sticks" ie cold calling students when their name is picked at random. I regard that as an anxiety inducing teaching practice - and there is nothing equitable about it. Why not call them cold calling sticks instead?
This is an ad emailed to me from Kohl’s. Guess where I won’t be shopping today! Columbus is not someone we should be celebrating‼️He is the cause of the slavery and genocide of the Native Americans that inhibited this land before us. #431MNSUF19
I love finding and reading about new math manipulatives that are being created! This is a great manipulative that can guide students to make sense of decimals and their relation to fractions!
#mathchat#decimals
"Understanding Decimal Notation for Fractions" discussed a great technique of comparing decimals to money. Money is something lots of students have prior knowledge with and can compare it to the things they are learning about decimal notation. #431MNSUF19
"5 Indicators of Decimal Understanding" By Cramer, Monson, Ahrendt, Colum, Wiley, and Wyberg gave great examples of student misconceptions when it comes to comparing decimals. Many students are still in a whole number mindset when seeing decimals for the first time. #431MNSUF19
In class we have been talking about getting students away from whole number thinking, but this is a great example of how whole number thinking could be a great strategy for students working with fractions.
#431MNSUF19
@Mcoaty@MrsGHeath My advice is to think of them as whole numbers. Students come to us in 5th grade with beautiful whole number strategies. What if we leveraged that? I’m just thinking out loud.
From 5 Indicators of Decimals Understanding by Cramer, Monson, Ahrendt, Colum, Wiley, and Weyberg. I loved being able to see the student work and their understanding of the relationship between decimals and fractions. Then also the misconceptions with decimals. #431MNSUF19
Allow students to demonstrate their agency! This will position them as mathematically competent, and give them confidence in their skills #mathequity#431MNSUF19
Teachers are identity builders who position learners as being mathematically and socially competent by creating time and space for learners to demonstrate their agency. —@robertqberry #mathequity
Love this! Students are working together to find patterns and relationships with fractions. Very similar to the two articles we focused on this week in class!
Ms. Wiley’s mathematicians take on their first Open Middle challenge @robertkaplinsky Collaborating and persevering through multiple attempts, they found great patterns and relationships between and among fractions! @TerrasetES@MathematicsFcps#fcps
Why do we often blame the students and their abilities?? We need to position our students as smart and competent!! Be better and adapt the teaching/learning to the students.
Teaching strategies that cause deep learning! This is key to students actually learning and retaining the content in our classroom! I want my students to dive below the surface and learn as much math as possible #hackingmath
Often times we "help" (a.k.a. spoon feed) students when deep learning is the goal. If we use surface level instructional strategies we have a mismatch. Use strategies in the gray with @john_hattie high effect sizes for deep learning. #HackLearning#HackingMath#VLMath