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Arrow - Figure out how to implement another practice in my lessons

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Arrow - Figure out how to implement another practice in my lessons

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Napier

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All these skills can apply to counseling!...critical thinking and reasoning,looking at info,collaborating with others,becoming self directed and looking for new ways of approaching a problem!

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All these skills can apply to counseling!...critical thinking and reasoning,looking at info,collaborating with others,becoming self directed and looking for new ways of approaching a problem!

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Sherry

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Circle - How do I promote/encourage perseverance?

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Circle - How do I promote/encourage perseverance?

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Continue to develop student's internal pulse/rhythm - no one likes an orchestra that can't count!

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continue to implement these standards as much as possible...

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How to encourage students to realize the great connection between music & math without discouraging them ("I don't like math...")

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Square: The indirect math skills taught are good strategies across the curriculum
Rolling: how can we get kids to perservere
Arrow: keep on keepin' on...

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square -mathematical practices can be applied in all subjects
circle- continue reminding students to use the practices
arrow- use each practice as an objective each day in my class

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Square-Mathematical thinking is used quite a bit in social studies
Circle-How to push for more perseverance
Forward-adding the mathematical practice slides with my objectives. Have SS objective and Mathematical thinking next to it.

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Square - A lot of the standards line up with science curriculum and methods of research

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Square - A lot of the standards line up with science curriculum and methods of research

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Square: I need to help students create more quantitative analyses of social studies groups, events, and phenomenon (ie create a graph of various government types around the world and infer which types of conflicts this may generate.)

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Square: I need to help students create more quantitative analyses of social studies groups, events, and phenomenon (ie create a graph of various government types around the world and infer which types of conflicts this may generate.)

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Circle: I'm still trying to think of more ways to integrate logical reasoning and support into the various units.

Arrow: Implement the above activity this Friday after we explore and familiarize ourselves with the various government types.
Haskins

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Square - I can support students in working through problems and seeking precision in their practice.
Round - How do I make this more intentional.
Next steps - Giving more intentional feedback on mathematical concepts.

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Square: Construct viable arguments and critique the reasoning of others

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Square: Construct viable arguments and critique the reasoning of others

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Circle: Use appropriate tools strategically (particularly the strategically part) How do you know you are using the BEST research tool, i.e. not always GOOGLE!

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How do I use all of these standards in my work?

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Square- helping students see a structure and pattern.   That is common all content areas.
Circle-  How do we help students see alternative ways to approach the same problem to solve it.  If they see how someone else solves it differently, do they gain an appreciation that there is not one right way....
Arrow-  Make conscious efforts to support this mathematical thinking....

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Most are squarish, circular items are too numerous and I am not sure of my arrows.

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Square: A lot of the standards appear in the work my kids do but... Circle: ... a bunch of ideas are circling around in my head how to formalize, use vocabulary and measure them. Going Forward:  I've just started work in some code de-bugging assignments which go very well with practice #6 working carefully/checking work.

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Square: A lot of the standards appear in the work my kids do but... Circle: ... a bunch of ideas are circling around in my head how to formalize, use vocabulary and measure them. Going Forward:  I've just started work in some code de-bugging assignments which go very well with practice #6 working carefully/checking work.

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Square - Thinking in numbers different ways helps to represents many science concepts.
Circle - How to balance math/ literary standards with science stds
Moving forward in reverse. The circel is now complete. Going home

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Square - Practice #7 - Using what I know to solve new problems in Art (can be applied to many other standards as well).
Rolling: How do I get my students to do better with Practice #6 - working carefully and checking my work?
Moving fwd: Working on using the same language in Art as with the Math standards so students can see the transference.

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Squares: Solving problems (comprehending) by looking for rules and patterns (text structures, literary elements, vocabulary)
Rolling: Thinking about reasoning quantitatively in Language Arts...hmmm
Next Steps: Being more intentional with the words we use in making connections with the mathematical practices (using one of the cards tomorrow!--Elizabeth will be) :)

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Square: Persevere through the task and realizing that it may take time. Precision that it is important to write everything done and show your steps
Circle: How do we help our students slow down and take the time to solve the problem. How do we help them become problem solvers and appropriate critiques
Arrow: Continue to work through with the students on how to persevere every day and realize that every day they are perserving through everything.

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squares- I use math concepts daily in general music and guitar

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squares- I use math concepts daily in general music and guitar

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circles- how can I continue to add more of these as I teach?
forward- post the practices handouts- visual helps me, and the kiddos

Libby

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Be a problem solver and DANCE!

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Square: How much I am incorporating these practices in my SS classroom!
Circle: Since many if not all of us are already do these practices everyday, what are the next steps?
Arrow: Continue to push forward and find more resources to support students

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What squares with my thinking: helping kids build problem solving skills and persevering.

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What squares with my thinking: helping kids build problem solving skills and persevering.

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What's rolling in my head? How can we build precision in communication?  More sentence frames? More practice? Role playing in realistic situations?

Arrow: Next steps; continue helping kids use strategies and tools from classes in other classes......pull what they learned in one room and apply it elsewhere, including outside of school.

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Square: A lot of the mathematical practices are just problem solving strategies that we all ask our students to do in a variety of ways in our classes. It may not be math itself, but the arguments that I ask students to make in their writing, the attention to details, etc. are all mathematical in their approaches to those different problems in my class!

Rolling: I feel like I am addressing many of these things on a consistent basis. So I wonder... is that not clear enough to students? Do I need to rethink my approach in presenting this to students?

Moving forward: With my different class systems in place, I want to try to use more specific language when talki

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Styles: Square: that problem solving skills and perserverence used in math are similar to skills we teach 

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Styles: Square: that problem solving skills and perserverence used in math are similar to skills we teach 

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Circle: that sometimes things that seem unrelated to what we do can have a common thread
Arrow: how can i continue to relate skills i teach students back to how they approach academics as well.

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Square= Choosing the right tool really struck me. I love talking to teachers and students around tool selection.
Circle= How might we impement more perseverance into advisory?

Next steps=

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Square:  The standards of mathematical practice can be applied to subjects across the board.
Circle:  How can we change students' mindsets to apply these practices?
Moving forward:

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Circle : Still wondering how to get students to understand if their answer is reasonable or not instead of just writing an answer that came up on their calculator.  

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Circle : Still wondering how to get students to understand if their answer is reasonable or not instead of just writing an answer that came up on their calculator.  

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Turns out persuasive writing, critically thinking about text and explaining one's reasoning is actually math!
Working on project that can also include more data analysis as part of deal.
More persuasive writing with numbers and statistics as evidence and persuasive writing unit...maybe a campaign type deal...?

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SquareI can support students by helping students learn to solve problems with out giving up
rolling
developing graphs with health data
arrow
create a problem story involving sugar in soda then graph

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Using problem solving in all aspects and contents.

Is there a similar vocabulary we can use across the board to help students make connections?

Continue to think about these specific mathematical practices when asking students to show their thinking (assessments, projects, timelines, etc.)

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Squares -We use some or all of the standards as part of teaching/learning in a music performance class.
Rolling around in my head? Making sure kids understand how music and math are similar.
Next steps ? Continue to implement and support math in the curriculum.

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In the counseling office, I am always asking kids to work on problem solving and working with them to persevere.

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Mathematical Practice #4 - Smiley Square

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Mathematical Practice #4 - Smiley Square

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Orchestra students demonstrate their knowledge/work daily emotionally/technically & at cumulative concert displayed for audience. They can demonstrate their knowledge as well as discuss what they have learned with their peers.

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Students are starting to realize that they need to slow down on their work to be more precise/ I am still working on how to have students persevere through word problems. Breaking down the idea in the word problem down more. And then doing step by step how to break word problems down.

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Students are taking more notes this makes me half happy/ Why they do not use their resources especially when tests are open notes/Add questions about the notes on the test, so that they can make the connection for notes and problem solving (aka using their resources).