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Math moments are a great way to ground mathematical thinking in real life examples that encourage students to bring their own experiences to the classroom. This attends to principles of inclusivity because it acknowledges the diverse sets of prior knowledge.
Heather M

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Math Moments are a great way of demonstrating the relevance of math to PJ students. They ground math concepts in real life situations that the students identify themselves.

Heather M

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It is very important to explore mathematics through the multiple intelligences because it allows students to learn through a variety of ways, including their own preferred learning  style.

Jacqueline

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When engaging in math talk, how do you ensure you have safe learning environment for all (where people do not feel self-conscious about sharing their ideas
- Jacqueline

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-       Create enriching problem-solving questions that cater to various levels and abilities

Jacqueline

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Students need to model and represent concepts concretely before abstractly. While this is not new knowledge, I am thinking about how important this is for teachers to remember no matter the age. For instance, teaching integers using 2 colour counters was really helpful for my grade 7s, but in the higher grades, some teachers tend to think models or even manipulatives aren’t necessary.
-Katrina

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How can we best support the diverse needs in our classrooms?

I wonder how to help students who are struggling with the math concepts (and have big gaps) while supporting everyone else?

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In an inclusive math classroom, all learners can access the math and have the supports to be successful
-Katrina

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I know diagnostics work well to group students with similar thinking strategies, but is it ok to still group students with high and low needs?
~Diana Chickrie

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An inclusive classroom is one that is both calm and flexible in fostering students growth mindset. ~Diana Chickrie

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W-how will I arrange my seating plan to benefit the groups working together?

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W-how will I arrange my seating plan to benefit the groups working together?

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-Jody

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W-which students should I have work together in groups, all the same level or a mixed group of higher and lower abilities?

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W-which students should I have work together in groups, all the same level or a mixed group of higher and lower abilities?

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-Jody

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K-A risk-free environment where all answers are shared and accepted and no one is afraid of making a mistake-Jody

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K-A risk-free environment where all answers are shared and accepted and no one is afraid of making a mistake-Jody

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I have learned about Vygotsky's proximal development chart that helps us measure whether or not we are challenging the students enough. We need to ensure the task stretches our students' thinking.
-Ivan

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How do we support gifted students in an inclusive learning environment?
-Ivan

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In an inclusive environment we need to make accommodations and modifications to cater to every individuals' learning needs and styles.
-Ivan

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How can you properly assess the task featured in an inclusive mathematics classroom when the types of activities do not always yield the same method/results and expression. In an inclusive math classroom the process is just as important as the end result. When coming up with a summative mark is student achievement determined based on individual levels of progress?
Heather M

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Inclusive environments provide opportunities for learning that are premised on activities that offer multiple points of entry and are equitable for all students.
Heather M.

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asking questions like: why? is this similar to anything else? and modelling thinking aloud.

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asking questions like: why? is this similar to anything else? and modelling thinking aloud.

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How can I encourage timid students to speak up

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How can I encourage timid students to speak up

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Opened-ended questions to include all abilities

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Opened-ended questions to include all abilities

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Students need to be taught how to reflect on their learning. They need time to do this regularly so that they can consciously recognize when they need to switch techniques, rethink a strategy, or search for new information . - Lacy

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How do you determine if students are understanding the concepts and contributing to the task when working
in groups? (instead of being a passive group member) - Lacy

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- students have different entry points in an inclusive math environment. - Lacy

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To engage all students, tasks must be difficult enough to challenge students to allow them to succeed, instruction must relate concepts to real-life and allow students to make meaningful connections to the learning, and promoting a positive mathematical mindset by being flexible – celebrating the learning that comes from mistakes and embracing a variety of strategies used by students to accomplish the same task
- Jen Chapman

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How can I help students who have difficulty working in groups to engage in collaborative math learning opportunities?
- Jen Chapman

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An inclusive mathematics classroom has low-entry/high-ceiling tasks to allow all students to be successful at the same task
- Jen Chapman

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When an environment is co-created with students diversity and empowerment can be the result. Kids creating and having access to tools and methods that they need (as deemed by them) promote collaboration and inclusiveness.

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When an environment is co-created with students

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When an environment is co-created with students

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When

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What flexible groupings work best when?

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Environments that are open, flexible and safe to make mistakes to learn from have collaboration, sharing, varied tools and multicultural resources. These environments support and celebrate differences and promote a sense of belongingnesss.

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True inclusion in a math class involves finding  that balance between challenge and success

Aaron

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How to encourage risk with the more reserved students

Aaron

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How to encourage risk with the more reserved students

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Inclusive rooms have multiple varied opportunities and paths to success

Aaron

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● How can I create the
perfect emotionally
safe environment for
learning/discussing
● How can I reduce the
emotional fear dislike
for math

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I learned that as students get older they have more negative views towards math and lose their eagerness in this subject. This document outlines some ways to help build this enthusiasm back in students for math and to help prevent them from losing it in the first place. For example, teachers should encourage the belief that everyone can do math when they put in the effort, choose activities that are challenging enough for students but where they can still be successful, provide different ways for students to understand math, etc.
-Sam

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What I still wonder about is how can we ensure that every student feels supported and that we have a chance to talk with everyone each math class?
-Sam

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In an inclusive environment it is important to encourage collaboration so that students can interact and work with their peers. By encouraging an environment where collaboration is important and everyone's differences are taken into account then students see that everyone has something to offer and that we can all learn from one another.
-Sam

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an inclusive classroom has structure so that every student is aware of the routines of the class to encourage participation of ALL students in the class; it makes the math vocabularly assessible to ALL students (pictures, words and symbols); promotes collaboration between students regardless of ability; is a reflection of all students in the class: culturally, ability, etc; access to materials and manipulatives; and a place where mistakes are viewed as valuable and encourages new learning.

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That students who are not challenged, or are below the zone of proximal development will still be gaining confidence and mastering skills.

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When working with special education students in the classroom how do we make sure they are receiving the attention they need on their level of math while still being engaged in the classroom atmosphere?

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In an inclusive math classroom all abilities are taken into account when lesson planning allowing for every student to participate in some way or another.