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Search by entering a portion of your Site Location Name and Zip/Postal below, then click the Search button. Results will display in the Site Name field, click the drop-down arrow to select your institution.

Note: If zip/postal code is not known, you can also search by City and State.

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Search by entering a portion of your Site Location Name and Zip/Postal below, then click the Search button. Results will display in the Site Name field, click the drop-down arrow to select your institution. Note: If zip/postal code is not known, you can also search by City and State.

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I honestly struggled with this problem.

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1. We need to challenge students to become problem solvers which will help prepare them to take on difficult problems when they grow up.                                                              2. Don't remove challenges just so students succeed but rather encourage them and wait for them to figure it out.                                                wonder: Why they want to weed out students instead of encouraging them all.  That's so sad

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adapt for younger grade level is to start with smaller number.

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Can you think of more ways? or maybe give them a starting number to use.

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Q. what do you notice? What  do you wonder? Is it the same or do you need to try something different.

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Q. what do you notice? What  do you wonder? Is it the same or do you need to try something different.

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Start with small numbers and go up.
If they have 2 and 3, ask what if you put 3 first.

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to start out with fewer options to start out with.

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1. We need to give students more time to work through problems to further their understanding.
2. Let students work through one longer problem instead of many short problems.
Wonder- Why did the other school want to eliminate students by pushing them too hard?

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Asynchronous Task Session 8 (1) Cohort 1

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1.struggling is learning and it makes learning intentional and persistent.
2.importance of finding the balance among engaging and challenging problems.
Constructive struggling problems should connect more than one concept, skill or idea so I wonder how long should we devote to solving those problems. I wonder about the right level of struggle or challenge.

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Never an even chair.
In the sequence of odd numbers, never sit  on 1 or every other chair afterwards (5, 9,13,17...)
Sitting on 3 provides more chances
Starting on 3, it goes in increments by 4 (7,11,15,19...) and those numbers have more chances

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There is a pattern for sure, but I couldn't figure out a way to just pick out a number and apply a formula to know exactly where to sit.

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You don’t want to be in an even number chair.

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New idea 1. Let students ‘struggle’ with a problem before telling how to solve it.

New idea 2.  Dealing with difficult problems are actually healthy for students, helping to grow new neural connections and increasing their intelligence.

Wonder- Why would the Burkinbe system want to eliminate students from school?

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There is a difference between learning though the struggle and just frustration.
Making things easier on them now, makes it harder for them to solve problems in school/life later.
And wondering how best to implement this type of teaching with the curriculum and tools I have available.

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New Ideas:  start this type of learning at a young age. PreK can start to express ideas about numbers in simple terms.
Stop relying on tests to show smarts.

Wonder: how much time is spent on math each day?

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1+1+6
1+2+5
1+3+4
1+4+3
1+5+2
1+6+1
2+1+5

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W    Bl    Br
3       3    2
2       3    3
4 3 1

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1+2+5
1+1+6
1+3+4
1+4+3
1+5+2
1+6+1
2+1+5
2+2+4

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W 1. 1 1. 1 2 2. 2
Bl 1. 2. 3. 4. 1 2. 3
Br 6. 5. 4. 3. 5 4. 3