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- completed the science routine assignment with my partner and used a evidence gradient for the content

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working with science instruction and students pursuing authentic questions

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working day with the science routines assignment

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i watched a ted talk for my virtual conference and it was chris edmin's ted talk and he spoke about being culturally aware in the classroom

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introduced the science routine assignment

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Witnessing arguments — and participating in them — helps us grow a thicker skin. We develop the will to fight uphill battles and the skill to win those battles, and the resilience to lose a battle today without losing our resolve tomorrow

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learning about evidence card sorts and how they can positively affect the classroom

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- guiding principles in the science frameworks

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- learned about evidence gradients

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- promoting equity and access for all students in the classroom
- have appropriate assistance, such as instructional aides or sign language interpreters, available to students with exceptionalities so that they can master the science material

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- did my own number talk

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- listened to peer's number talks and learned more about their standards that they chose

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- did a sidewalk chalk activity with open middle problems

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- learned about effective math instruction in the classroom
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o Mathematics should be about WELLNESS, not SUCCESS

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Math talks build mathematical intuition

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- this week we talked a lot about the scholar strike and how we can implement an antiracist classroom
- we must stay committed to the role that mathematics teaching and learning plays in our current BLM movement and antiracist society

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- equity in the classroom: educators at all levels of education must work to achieve equity with respect to different student learning outcomes
- Mathematics teachers need to work collaboratively with other education specialists to ensure that students have the necessary support to maximize their success in the mathematics classroom.

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- "what doesn't belong" --> this builds discussion and discourse in the classroom allows students to build on their thinking.

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GOAL for guided math: for students to become proficient mathematicians who have conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and confidence

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· Math is best learned when students are actively engaged in constructing their own understanding

· We all have our own mental pictures of what mathematical understanding looks like

o No “one right way”

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partner work with number talks

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o   rich mathematical task
those that offer students opportunities to engage in meaningful mathematics and reason through their answers… must explain how they arrived at their solutions” HOWEVER “how teachers present a task and how they structure the class can change a routine to a very engaging and rich task and vice versa