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I wonder how to choose the right work place for each student?  What is the most pressing need?

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Is it ok to not do the workplaces and supplement with Kathy Richardson?

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Our group thinking around these questions is posted in the MPR

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How do we differentiate?

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^ Incorporating a share/summary into Bridges lesson

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^ Incorporating a share/summary into Bridges lesson

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How will workplaces change?  More engagement?

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How will workplaces change?  More engagement?

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What do we do with data? Where in the block can we differentiate?

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How do students have more time to explore the work that is being presented during the Number String, Problems & Investigations, or Number Corner.

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When will it be student directed?  Worried about how much to hand off to the kids?

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When will it be student directed?  Worried about how much to hand off to the kids?

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I am wondering how I can spend more individual time with my students and not so much whole group lessons. I'd like more time for small groups and intervention.

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When can we teach these to students? They are not included in the lesson plans.

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How many lessons can we teach over two days without losing rigor?

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How do we manage all the different assessments and decide which ones to use?

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A lot of our lessons are heavily guided by the teacher and take a lot of time. We are still wondering how to make the lessons into a launch explore summary when the lessons are so heavily guided.

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We are still having a difficult time planning for ALL of the components of Bridges. Number Corner feels like a separate lesson and it takes up a lot of time we don't have in the day and with planning. We are wondering if we could table number corner for this year, so that we can get comfortable with the lessons and how to transfer them to L,E,S.

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We have decided as a group to modi

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How do we meet our students at their level (differentiate) when the lessons are too challenging for most of the class?  How can we keep the rigor, but help our students catch up without doing interventions for 2/3 of the class?

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Since we started number corner in August, will it still align with the lessons since we are farther ahead in the lessons?

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Since we started number corner in August, will it still align with the lessons since we are farther ahead in the lessons?

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I am wondering how Bridges will line up with report cards.

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I am wondering how Bridges will line up with report cards.

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Instead of doing all the activities in Number Corner, can we pick and choose?

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Our curriculum is asking for a lot of background knowledge that our students do not have. 

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Our curriculum is asking for a lot of background knowledge that our students do not have. 

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I am wondering if the school/district/big brother is aware of this

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How do we get more student practice time when stations (workplaces) aren't being done every day?

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How will this build number sense?

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I am curious as to how we can plan efficiently. It's a lot of work and not a lot of it is consistent (time wise).

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How do we organize so much for number corner?

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How do we organize so much for number corner?

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How do we manage integrating what we know about good math practices (number talks, launch-explore-summary) into the structures within Bridges

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How do we manage integrating what we know about good math practices (number talks, launch-explore-summary) into the structures within Bridges

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Early lessons are very teacher heavy in terms of talking to students v. having student explore math. How do we balance this to give students more "explore" time?

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Early lessons are very teacher heavy in terms of talking to students v. having student explore math. How do we balance this to give students more "explore" time?

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I wonder what homework will look like using the home connection component of Bridges?

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I wonder what homework will look like using the home connection component of Bridges?

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Since these are RELEVANT questions, can we get some answers to or thoughts around these wonderings? 

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Since these are RELEVANT questions, can we get some answers to or thoughts around these wonderings? 