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3 learnings...
Best Practice
1)  Understanding that students are more than visual learners is so important so that we present our information and concepts in many different ways so that all have a scaffold to learn in the way they learn best.
2) Choices are imperative for students in becoming independent learners-- having choice in class and varying activities really stimulates the learners to feel empowered about their learning.
3) Making math real-- real life math problems gives kids a chance to see that what they are learning is useful!!!
2 Questions...
How can I best choose math curriculum that demonstrates what we are seeing in the video?
Do I have to write my own math curriculum to get the results the teacher is getting in the video?
My aha moment...
Math is taught so much more creatively today than it was when I was a kid. I am excited about having this creative freedom and real life scenarios to make math relatable for my students!

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3 Learnings:
- A best practice for teaching math is to make the lesson and problems related to students and understandable for real life scenarios.
- A best practice for teaching math is to make the lesson and activities hands on so students can manipulate materials and engage with visual objects.
- A best practice for teaching math is to allow students to work with each other and allow discourse and discussion.
2 Questions:
- How do you build a growth mindset math classroom? I am even struggling with the children I nanny and helping them understand the difference between "I can't do this" and "I can try my best".
- How did the teacher in the video build her classroom management style?
1 Ah-ha:
- I love that math has developed and progressed as an elementary subject and how it is being taught today. The transferrable skills math can teach students and the ability to problem solve. It goes beyond just finding the correct answer. I love it!

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3 Learnings:
1) I took away from the video on motivational math teaching how the students responded to each other when they were taking turns explaining their thinking. No one put anyone down and everyone who shared their thoughts received a cheer. It was obvious that the teacher taught students how to behave that way and I was very encouraged by it and hope to find a way to teach that kind of respect in my own classroom!
2) I also loved how the teacher in the video said goodbye to each student individually and gave them a hug or an arm squeeze. That was a very kind personal touch that helped students to feel cared for. I learned that this is okay to do in a classroom setting :)
3) I learned that we can do fractions with Legos! I have tons of these around and kids love them! I prefer physical objects to paper so I would use the Legos in my classroom!

2 Questions:
1) How did the teacher in the video teach her students to respect each other and respond while they presented in front of the class? How did she teach that respect and courtesy? Students felt genuinely validated when they presented and were not afraid to talk in front of their peers....this is evidence of master teaching at work!
2) Presentation....how to do voice-over? Also...I didn't realize we needed to do voice over...would mere slides be enough? With nice text/notes on bottom?

Aha!
After writing my policy handout, I realized just how much planning is involved in setting up to teach math in a classroom. This can't be a work as you go type of thing. Policies need to be in place and information needs to be given to parents way ahead!

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3 learnings:
-We need to motivate students and make the learning meaningful.  Promoting active participation can help ensure that each student is learning.
-I learned some new ways to manipulate numbers and teacher fractions
-I learned about some more things to keep in mind while planning such as having students involved in inquiry and investigation.
2 questions:
-How do we differentiate motivating students?  If each child requires a different level of motivation, what should we do to ensure those who do not need as much motivation are not forgotten during this focus.
-How can we change the motivation to be directed toward students in higher grades. I do not think a song for counting by sevens will work as well if a student is in high school, but still struggling with the same material.
A-Ha
The Glossary of Manipulatives offered so many new examples I hadn't thought of before. This resource will be very useful in class.

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3 learnings:
-We need to facilitate math in a way that has students connecting the content to their own lives, experiences, etc. To make math meaningful, they have to care about it. We need to show them why math is important and when in the world they will actually need it.
-Math can incorporate movement and song! That was awesome to connect to in order to get kids engaged.
-The mad minute is still going strong! This is something that I see coming back after it had been kind of discouraged for a while, but I agree that a timed facilitation of math facts is crucial for building fluency. I loved her way of assessing this as well, having the kids hold up their folder if they finished and if not, just erase and try again next time. It was a good way to not discourage those who may have gotten tripped up on a few. I even "stole that" and put it into my lesson plan.
2 questions:
-How to work with given curriculum and take it further in order to make it more aligned with best practice.
-How should we present our slides? Should we use that voice thread website? I can't find a way to add voice to a prezi (I am not that familiar with prezi, if anyone has suggestions for me.)
Ah-ha:
I feel like after doing my lesson plan, I feel more comfortable with the standards, best practices, etc and how to incorporate them into my plans. I know how to implement the skills to be taught, but having the background knowledge makes me feel more prepared for my career.

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3 learnings:

-To enhance learning, children need to make connections between math learning and real life, that that teachers must sometimes bring these to the students’ attention.
- In the 3rd grade math lesson video, the demonstration of including music, movement, and art into math to make connections for the students to the learning and engage them in math class was very excellent.
- I discovered, in the Glossary of Hands-On Manipulatives, some I have not seen before such as the Fraction Circle Rings and X-Y Coordinate Pegboards that would be very useful in my math classroom.

2 questions that remain: -How to adapt the instruction modeled in the 3rd grade video for older students.
-How to best implement the strategies for motivating students in math with students who are at different places in their math learning - working with very diverse students but yet challenging them so that they are not overwhelmed or bored.

1 ah-ha: Motivating and engaging students in math learning involves a lot of intentional planning to make the lessons hands-on and connected to their lives.

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3 learnings:
-I learned about the different strategies I can use to make learning meaningful and how the students can be motivated to learn.   I learned about goal setting, cooperative learning, using technology and manipulatives, and challenging the students.  As I thought about these 2 strategies, I started realizing how related they are.
-I learned about how to plan for math instruction by thinking about what to do before, such as the standards and transfer of skills, what to do during, such as the engagement and active learning, and what to do after, such as reflecting on the lesson and adjusting if needed.
-I learned about different ways to structure math instruction.  Thinking about how to begin the lesson (using song/dance) and thinking about how students can teach each other and have a comfortable learning environment are all important
2 questions:
-I feel like we have had may examples of a math lesson in 4 grade and up.  How can we translate that information to a Kindergarten or first grade classroom?
-From my own experience in an elementary school, I have seen a lot of math work done directly out of the math workbook, or math boxes.  Is there a way around that in a school district?
1-An ah-ha for me this week would be the video of the math lesson in the 4th grade classroom  I thought that splitting math instruction up in those sections but keeping it consistent is very strategic.  It changes things up for the students and they seemed to really enjoy the deeper level of thinking that was required for them to take something away from the lesson.

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3 learnings:

I learned that there are a lot of manipulatives that could be useful to implement into the elementary math classroom. I know how important hands-on learning is so utilizing this resource for a lesson could be extremely beneficial.

Children need that real-life connection in mathematics. This will help them be more motivated to learn.

I also learned that fraction strips can be done through the use of technology

2 questions:

Is it really possible to connect everything we teach student to "real-life" scenerios or too their own lives?

What if they (or a student) still don't care how many sandwiches a teacher can buy with $20?

1 ah-ha:

There are a ton of manipulatives out there

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3 learnings- I learned from the Motivational and meaningful video we watched is about the time you need to plan math in your classroom to get your students up and moving and involved in their learning, I understand how my two practice standards fit into my lesson and I am excited to see how it turns out once everything is put together, and some motivational strategies that the teacher used to get her students feeling like a community and not scared to say a wrong answer and be criticized by classmates.
2 questions- Is there somewhere that tells me how to do the voice over on my presentation because I have never done anything like that before and how many WI state standards needs to be in my lesson plan?
1- After writing the policy and procedure handout I now understand how much you really have to think about relating to structure in your classroom and getting strong communication with parents.

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• 3- learnings

• 2-questions that remain

•1- ah-ha