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I have encouraged students to start using their notes as well as classmates before rushing to ask for help.

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Modeling and empowering students to work well together.

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I want to learn knew methods to incorporate CFUs into my lessons

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1st lap is to get them rolling and get going, second is a check for understanding/behavior, third lap is a stop and help. During the second lap, I can notice if some students are picking up on it very well. If I see that, I encourage them to be my "help on the floor" and they then walk around and start helping classmates who need it.

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I have to figure out the proper way to build urgency and even out the work for collaboration and group projects. I make them assign roles, give them a grading rubric, and time, but I still feel like there is something missing.

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Halfway done with a school year, stay positive and work hard and smart!

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I have worked on making sure my CFUs are asking students to critically think and make sure they are understanding the concept

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Are you assigning projects? And if so, what are they? Are they at home or at school?

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I am struggling with getting my students to actually do partner work and challenge eachother

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I have been much more aware of the rigor of the problems I use for independent practice. I make sure all students have an access point, and that rigor gradually builds. This has helped encourage students to persevere and continue working.

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I want to make sure that I leverage collaboration more in class to foster productive struggle.

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How much do you assign a night?

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When I know students have definitions and examples available in their notes, textbook, or posted around the room, I make sure they reference those resources for the information instead of just telling it to them. Even though I particular definition might not be the main goal in a problem, they need to learn to be self-sufficient in locating information that has already been covered and is readily available to them.

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I want to hear more on-task math talk in my classroom during group work time.

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I am required to give an assessment to my students from the curriculum -- but it is multiple choice and after a few questions they tend to just circle random answers and not try as hard as they would on a normal short answer or open ended test. I will be taking time to model for them how they should attack a multiple choice problem (get rid of answers that are definitely wrong, work through the problem as if there are no answers then check if the answer they got is one of the choices). I am looking for any other suggestions of things to do or things to tell or model for my students to help them with multiple choice tests.

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Students have access to their math notebooks and can use their notes to help answer questions they may be confused about.  They also are learning about how to use their notes to study.

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Their are still many students who will rely on the "smarter partner" to do all the work. Students who do not feel successful in math class shy away from working with other students because they are embarrassed they do not know what to do.

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Many of my students are not aware of how they are performing in class and I wanted to come up with a strategy they can use to track their grade on a regular basis. What do you all use to have students take ownership of their grades?

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I use ask 3 before me and short limits to get students started and empowered to work.

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I want my students to do better with turn and talks and working with each other without getting off task.

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How do you guys stay organized?

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Whoever wrote the question about tracking class performance, feel free to email me and I will share what I do in my classroom! Learned from a 6 year veteran teacher, and I think my kids enjoy it! abby.slovick@gmail.com

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math related conversations and appropriately "helping" partners instead of just giving the answer

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math related conversations and appropriately "helping" partners instead of just giving the answer

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What is the best way to allow students to work in groups/assign roles to them without having them sitting in groups as a seating chart