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adapt the task. Pick one rod. Find 2 rods that match it. Make a fact family out of rods.

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Could you use more than 2 colors?

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How might you break the problem down further?  Some might be easily distracted to not finish.

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Show me what you think are the different ways.

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I had a student this past year who was autistic. When frustrated he would tap his fingers on his desk and worry the problem. Math was his hard subject. We started out small in my suggesting he look at things from a different perspective. Use a different manipulative, etc. Before we were out in March he was able to troubleshoot for himself when he struggled.

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Kimmy - I came to the conclusion that you want him to start with you so do everything you can to get the king's attention.

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Allowing students to struggle helps to grow their brains.

It's OK to not know. We as teachers may be to blame for our students struggling with problem solving and reasoning because we are too quick to jump in and not let them figure it out.

I teach special education. Above the board in my classroom in big, bold letters it says, "You can do hard things." I think that's an idea we need to take into the general education classroom too.

I wonder how parents would react to this idea of allowing struggle.

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1. Constructive struggling is teaching the students through cues to thinking.

2. Setting expectations high in order to promote learning. Letting them set their own pace according to their level.

Letting students pick a problem solving technique then letting them try it in to see if they know the answer after giving essential information.

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1. I learned that when students struggle with a problem they grow new neural connections which makes them smarter. 

2. Another thing that stood out to me was that when students struggle they might find themselves more motivated and engaged in math. 

3. I wonder how do you find the right level of struggle mentioned, how do you know how much struggle time is enough.

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new ideas
1 - although it really isn't new I think I'd like to try to make open ended tasks more prevalent in my classroom.  Leave more room for discovery.
2 - online manipulatives.  I use a multitude of manipulatives in my classroom.  If we are online again I will try to find a way to include them online.  Although my school board has said we will come back as usual on August 13.
wondering

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Begin with challenging problems for the students to struggle solving.
Have students work to solve before questioning and then instructing on strategies to solve.
* I wonder how this will look if we return to distance learning.

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1) With more complex problems, students sruggle, which leads to more neural connections, and better able  to solve real world problems.
2) Instruction starts with struggling with problems. Gives time for the exploration that "uncovers" concepts.
3) I wonder how do you hadle time restraints, when exploration and discovery take time. More evidence that we need more time in school?

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Asynchronous Task Session 8 (1) Cohort 4

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

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4 w, 3 bl, 1 br
3 w, 3 bl, 2 br
2 w, 4 bl, 2 br
2 w, 3 bl, 3 br
2 w, 2 bl, 4 br
2 w, 1 bl, 5 br

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6 white, 1 black, 1 br
6 black, 1 white, 1 br
6 brown, 1 black, 1 white
5 white, 2 black, 1 br
5 white, 1 black, 2 br
4 white, 3 black, 1 br
4 white, 1 black, 3 br
3 white,

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3 white, 2 black, 3 brown

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1 wh  2 br, 5bl
3 wh, 4 br, 1 bl