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5 minutes after handing out an assessment give students 5 minutes to collaborate w/others via voice only before returning to the assessment.

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You can follow the structure of a curriculum and make "small" changes - fostering discussion, using models, etc., while still following the cycle. 

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You can follow the structure of a curriculum and make "small" changes - fostering discussion, using models, etc., while still following the cycle. 

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I've  been thinking about standards-based grading, but it's a big switch with alot of complications, both internal and district

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I've  been thinking about standards-based grading, but it's a big switch with alot of complications, both internal and district

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communicate to parents what we should value in the math classroom.  Many parents are just asking about grades, and that will undo what we are trying to do in the classroom

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communicate to parents what we should value in the math classroom.  Many parents are just asking about grades, and that will undo what we are trying to do in the classroom

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Not putting a grade on top would be great, but I would still want to meet with each student to go over results and that is hard to do (time-wise)!

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Not putting a grade on top would be great, but I would still want to meet with each student to go over results and that is hard to do (time-wise)!

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eliminate standards and standardized tests, let me develop project based tasks that tie directly to the interest of each class. Let students develop what we study. 

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eliminate standards and standardized tests, let me develop project based tasks that tie directly to the interest of each class. Let students develop what we study. 

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Changing language from "These students can't..." to "These students are learning to..."

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Changing language from "These students can't..." to "These students are learning to..."

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Teaching math that is essential to life. Making the math relevant.

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Teaching math that is essential to life. Making the math relevant.

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announce that "every human can do and  be successful in math; begin a class poster list of 'math strengths' other than being fast and accurate; start noticing an naming those strengths in students

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announce that "every human can do and  be successful in math; begin a class poster list of 'math strengths' other than being fast and accurate; start noticing an naming those strengths in students

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Students are exploring the current content

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Students are exploring the current content

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A class that spoke to the curiosity of all students. Allowing for student creativity and knowledge to truly be expressed with relevant content that students are excited to tackle.

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A class that spoke to the curiosity of all students. Allowing for student creativity and knowledge to truly be expressed with relevant content that students are excited to tackle.

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A group discussion about what we should be valuing in math (after a talk about some of the material from today). Then we grade off those values

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A group discussion about what we should be valuing in math (after a talk about some of the material from today). Then we grade off those values

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Collaborating, trying different ways, learning from mistakes.  Seeing math as a science (in the sense that science is always growing), not a cookbook of recipes.

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Collaborating, trying different ways, learning from mistakes.  Seeing math as a science (in the sense that science is always growing), not a cookbook of recipes.

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small class (15 or fewer kids) so we can meet every student's needs

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small class (15 or fewer kids) so we can meet every student's needs