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What does this pillar look like and sound like in the classroom?

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What does this pillar look like and sound like in the classroom?

# data[].attributes.headline
What does this pillar look like and sound like in the classroom?

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What does this pillar look like and sound like in the classroom?

# data[].attributes.headline
What does this pillar look like and sound like in the classroom?

# data[].attributes.subject
What does this pillar look like and sound like in the classroom?

# data[].attributes.headline
What does this pillar look like and sound like in the classroom?

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What does this pillar look like and sound like in the classroom?

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How can this help students who struggle?

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How can this help students who struggle?

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How can this help students who struggle?

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How can this help students who struggle?

# data[].attributes.headline
How can this help students who struggle?

# data[].attributes.subject
How can this help students who struggle?

# data[].attributes.headline
How can this help students who struggle?

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How can this help students who struggle?

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What challenges might arise from this pillar?

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What challenges might arise from this pillar?

# data[].attributes.headline
What challenges might arise from this pillar?

# data[].attributes.subject
What challenges might arise from this pillar?

# data[].attributes.headline
What challenges might arise from this pillar?

# data[].attributes.subject
What challenges might arise from this pillar?

# data[].attributes.headline
What challenges might arise from this pillar?

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What challenges might arise from this pillar?

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What ideas do you currently use to support this pillar?

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What ideas do you currently use to support this pillar?

# data[].attributes.headline
What ideas do you currently use to support this pillar?

# data[].attributes.subject
What ideas do you currently use to support this pillar?

# data[].attributes.headline
What ideas do you currently use to support this pillar?

# data[].attributes.subject
What ideas do you currently use to support this pillar?

# data[].attributes.headline
What ideas do you currently use to support this pillar?

# data[].attributes.subject
What ideas do you currently use to support this pillar?

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Rate your understanding of this pillar. 

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Rate your understanding of this pillar. 

# data[].attributes.headline
Rate your understanding of this pillar. 

# data[].attributes.subject
Rate your understanding of this pillar. 

# data[].attributes.headline
Rate your understanding of this pillar. 

# data[].attributes.subject
Rate your understanding of this pillar. 

# data[].attributes.headline
Rate your understanding of this pillar. 

# data[].attributes.subject
Rate your understanding of this pillar. 

# data[].attributes.headline
Setting a positive, growth mindset and encouraging the students to be goal setters.

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Setting a positive, growth mindset and encouraging the students to be goal setters.

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1.  Confidence is key.  Students see themselves of capable.  They understand they learn from each other no matter what level and they learn from mistakes.  Building a positive culture where math intelligence and confidence is built up is essential to student's long term success.

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1.  Confidence is key.  Students see themselves of capable.  They understand they learn from each other no matter what level and they learn from mistakes.  Building a positive culture where math intelligence and confidence is built up is essential to student's long term success.

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Students exchanging ideas to help each other understand the concept at a deeper level

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Students exchanging ideas to help each other understand the concept at a deeper level

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Presenting open-ended questions

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Asking students what they See Think and Wonder - instead of just Notice/Wonder

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Having students assess their own learning- use of math goals

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It reinforced for me the importance of building confidence in my students right away in math class and making them believe that they truly are capable of learning and contributing to the class. It goes along with what I believe that mistakes are valuable and part of the learning process. My students do know that they can take risks and I try to always celebrate their work even if it's not correct, the process, not always the final product. 

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It reinforced for me the importance of building confidence in my students right away in math class and making them believe that they truly are capable of learning and contributing to the class. It goes along with what I believe that mistakes are valuable and part of the learning process. My students do know that they can take risks and I try to always celebrate their work even if it's not correct, the process, not always the final product. 

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Discourse is more than giving  an answer, it can cover the whole mathematical concept. 

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Discourse is more than giving  an answer, it can cover the whole mathematical concept. 

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Students notice, think, and wonder. The teacher scaffolds each lesson.

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Small group instruction

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Encouraging students to think in different ways by facilitating various approaches in order to ultimately be able to understand and demonstrate the procedural method.

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Encouraging students to think in different ways by facilitating various approaches in order to ultimately be able to understand and demonstrate the procedural method.

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use of scaffolding by using math language routines, word banks, or building on prior knowledge. Also, using think, see, wonder charts

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connecting numerical and visual thinking to get to deeper learning

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connecting numerical and visual thinking to get to deeper learning

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It is giving students structures and routines to help them illustrate math concepts. When just presenting a new math problem, start with, "how can I understand?" VS. "how can I solve?"  

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It is giving students structures and routines to help them illustrate math concepts. When just presenting a new math problem, start with, "how can I understand?" VS. "how can I solve?"  

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It looks visual; norms; examples posters. It sounds positive and supportive. Team building language.

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Letting kids self reason how they can solve a problem. Creating multiple entry points for problem solving.

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Kids, talking, collaborating, exchanging ideas in a nonthreatening way. Teachers are facilitators and lead but do not provide explicit instruction.

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It looks like children working together and sharing their ideas. It sounds like children collaborating with one another daily and unafraid to give a wrong answer. 

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It looks like children working together and sharing their ideas. It sounds like children collaborating with one another daily and unafraid to give a wrong answer. 

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using number talks and math language routines to demonstrate thinking

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using number talks and math language routines to demonstrate thinking

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It is more than turn and talk. It needs to be a back and forth exchange of ideas.

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Math accessible to all learners through Scaffolding & Strategic Grouping

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goal is to build mathematical fluency and flexibility

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goal is to build mathematical fluency and flexibility

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mistakes are valuable and should be celebrated

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gives students an opportunity to reflect on their own learning and to hear other's reasoning/learning

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gives students an opportunity to reflect on their own learning and to hear other's reasoning/learning

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small group instruction

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How can I understand vs. how can I solve? (When first starting a math problem). 

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How can I understand vs. how can I solve? (When first starting a math problem). 