Linnea Carlyle

Future Elementary Educator 🍎 Student Researcher: Intercultural Competency

[Linnea Carlyle @Ms__Carlyle]

alexa, play War by the @mnsumachine 🤘🏻

[WCHA Men's Hockey @WCHA_MHockey]

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

[Minnesota State Hockey @MinnStMHockey]

Back on the Throne #HornsUp😈

[Linnea Carlyle @Ms__Carlyle]

@Zach97212261 LOVE THIS 👏🏻👏🏻

[Linnea Carlyle @Ms__Carlyle]

AGREE 100% why are we causing anxiety in our students?? I think this also breaks down self confidence if they don’t know the answer or get it wrong 👎🏻

[Jo Boaler @joboaler]

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?

[Linnea Carlyle @Ms__Carlyle]

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

[Linnea Carlyle @Ms__Carlyle]

Thanks for sharing this sweet manipulative! This relates to the fraction articles we’ve been reading in class! #431MNSUF19

[ms.berdan @BerdanMs]

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

[Linnea Carlyle @Ms__Carlyle]

This is an awesome strategy for students adding decimals! This model will help them visualize the decimals! #431MNSUF19

[Linnea Carlyle @Ms__Carlyle]

"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

[Linnea Carlyle @Ms__Carlyle]

"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

[Linnea Carlyle @Ms__Carlyle]

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

[Graham Fletcher @gfletchy]

@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.

[Linnea Carlyle @Ms__Carlyle]

Thanks for sharing this great activity! I think students would be very engaged during this! #431MNSUF19

[Caitlin Stone @ms_stone2020]

This is a good activity to help students understand the relationship between numerators and denominators. #431MNSUF19

[Linnea Carlyle @Ms__Carlyle]

Thanks for sharing this important part of the article! I also loved seeing the student work. #431MNSUF19

[Caitlin Stone @ms_stone2020]

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

[Linnea Carlyle @Ms__Carlyle]

Allow students to demonstrate their agency! This will position them as mathematically competent, and give them confidence in their skills #mathequity
#431MNSUF19

[Francis Su - mostly posting at 🦋 @mathyawp]

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

[Linnea Carlyle @Ms__Carlyle]

#431MNSUF19

[Linnea Carlyle @Ms__Carlyle]

Love this! The way to make progress on anti-racism in the classroom is to address it head-on. Open up the conversations with students and faculty.

[Linnea Carlyle @Ms__Carlyle]

Love this! The way to make progress on anti-racism in the classroom is to address it head-on. Open up the conversations with students and faculty.

[Linnea Carlyle @Ms__Carlyle]

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!

[Suzanne @SWhitemath]

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

[Linnea Carlyle @Ms__Carlyle]

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.

[Graham Fletcher @gfletchy]

Something we should all consider. @TracyZager pushing back on some of our deeply rooted practices. #NCTMBoston19

[Linnea Carlyle @Ms__Carlyle]

Great number talk question displayed. Has multiple entry points and has students finding different ways to mentally compute the problem! #numbertalks

[Linnea Carlyle @Ms__Carlyle]

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

[Connie Hamilton, Author/Consultant (she/her) @conniehamilton]

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