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choppy

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children really are enjoying the 3 Acts videos.

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children really are enjoying the 3 Acts videos.

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While working on a difficult strategy for addition and subtraction, one of my "struggling" learners yealled out, " I GET IT!!"

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While working on a difficult strategy for addition and subtraction, one of my "struggling" learners yealled out, " I GET IT!!"

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The days I have support in my classroom (Thursday's) the workshop is always a success!!!

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The children will describe the strategy that they used to solve a problem and other children will agree or name a different strategy.  It is good for the kids to see that there is more than one way to solve a problem.

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The children will describe the strategy that they used to solve a problem and other children will agree or name a different strategy.  It is good for the kids to see that there is more than one way to solve a problem.

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When I use hands on materials or a quick game as an activator the students are definitely more engaged and excited.

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One of my mini lessons was to have students, with their whiteboards, demonstrate and explain how they solved 2 digit addition problems. Many of the students applied different strategies.

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One of my mini lessons was to have students, with their whiteboards, demonstrate and explain how they solved 2 digit addition problems. Many of the students applied different strategies.

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keeping it to 10 minutes and still teaching the concept with fidelity

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keeping it to 10 minutes and still teaching the concept with fidelity

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Yesterday I taught a new strategy that involved making a ten ( add to subtract). During the debrief, a teacher came to our classroom. I asked the students what they had just learned. Many hands went up and one of my students explained in the debrief what we did and why it was easier to use this strategy.  The teacher was amazed at the level of math the students in grade 2.

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Yesterday I taught a new strategy that involved making a ten ( add to subtract). During the debrief, a teacher came to our classroom. I asked the students what they had just learned. Many hands went up and one of my students explained in the debrief what we did and why it was easier to use this strategy.  The teacher was amazed at the level of math the students in grade 2.

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This is an area where I struggle because I run out of time and the follow-up is after our special. This is not the best time since we have been removed from the lesson and the students are about to go to lunch.

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Yesterday's lesson one student solved the problem in a slightly different way than I was showing but it was actually a more efficient way to solve it. We all solved it this new way with better success. 

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Yesterday's lesson one student solved the problem in a slightly different way than I was showing but it was actually a more efficient way to solve it. We all solved it this new way with better success. 

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I often feel like I am rushing my mini lesson so I have time for the rotations.

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Time!!!

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At times, I want to spend a little bit longer to ensure the students understand the lesson.

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At times, I want to spend a little bit longer to ensure the students understand the lesson.

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It is difficult to have rotations run smoothly without distractions.

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It is difficult to have rotations run smoothly without distractions.

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Students are enjoying math!

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Students are being exposed to different strategies to solve problems and learning it's OK to make a mistake.

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time and keeping students engaged

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The more explicit giving opportunities for students to see it modeled and then to try it during the mini lesson, helps to set them up for success/independence for workshop that day.