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This could be a great way to review skills quickly.

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I've been working to use Think-Pair share in my classes, and I want to better develop using timing, and better emphasize the share aspect of the routine. So far I've used it largely as a tool to allow students to correct each other's understanding, but it would be more helpful to encourage deeper thought.

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Need to Work on More Structured Group Etiquette

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Need to Work on More Structured Group Etiquette

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This is something I do in my classes. But I liked the idea of structuring in a random way who will be sharing for the class in that group that day, and also giving more structured directions on the time for each portion of the TPS technique.

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Really giving time for the Think aspect of Think-Pair-Share. Looking forward to incorporating this into my routines with the students

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Really giving time for the Think aspect of Think-Pair-Share. Looking forward to incorporating this into my routines with the students

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I think clear communication is vital. This takes a lot of time to scaffold though and establish classroom norms. 

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I think clear communication is vital. This takes a lot of time to scaffold though and establish classroom norms. 

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I like how we can look at everyone's representations and how they each solved the problem differently. Then asking students to try each of the methods described by peers. 

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I like how we can look at everyone's representations and how they each solved the problem differently. Then asking students to try each of the methods described by peers. 

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I enjoy pair sharing. Right now it is tougher to complete with Covid restrictions. 

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I enjoy pair sharing. Right now it is tougher to complete with Covid restrictions. 

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I like sentence starters for students. I think this would require quite a bit of scaffolding and reinforcement for classroom use.

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I like sentence starters for students. I think this would require quite a bit of scaffolding and reinforcement for classroom use.

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I agree with Chuck that a return having days to meet with the other math teachers in the district would be super supportive for all of us! If the strategy of meeting with other students is good, think how good the strategy of getting to meet with other teachers can be.

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I agree with Chuck that a return having days to meet with the other math teachers in the district would be super supportive for all of us! If the strategy of meeting with other students is good, think how good the strategy of getting to meet with other teachers can be.

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With respect to the comment about autistic children, I would like to say that I would not make a student who is uncomfortable share out loud with the class. This is particularly unnerving for autistic students. I also prefer teams rather than pairs, so that students feel safer. It's less likely for a student to feel embarrassed.

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With respect to the comment about autistic children, I would like to say that I would not make a student who is uncomfortable share out loud with the class. This is particularly unnerving for autistic students. I also prefer teams rather than pairs, so that students feel safer. It's less likely for a student to feel embarrassed.

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I adore the strategy presented by Jo Boaler in her math talk example. I plan to incorporate her specific one into my class next week, and then try variations on it in upcoming weeks. Very exciting!

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I adore the strategy presented by Jo Boaler in her math talk example. I plan to incorporate her specific one into my class next week, and then try variations on it in upcoming weeks. Very exciting!

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I plan to do a "think, pair share" next week and continue it with the specific time controls and directions shown in the video. This will be an improvement on my former routine, in which the "think" portion was less clearly delineated and managed. I'm looking forward to it!

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I plan to do a "think, pair share" next week and continue it with the specific time controls and directions shown in the video. This will be an improvement on my former routine, in which the "think" portion was less clearly delineated and managed. I'm looking forward to it!

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I still think that this strategy should include the "Ink" portion as it's another way for the students to solidify their understanding or misunderstanding of the concept...not just thinking, talking about it with a partner, then sharing with the whole class.

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This would all be more easily considered if we had a curriculum that lent itself to these strategies. Can't wait for next year.

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This would all be more easily considered if we had a curriculum that lent itself to these strategies. Can't wait for next year.

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I always love using sentence starters. It gives all students a chance to be successful in the classroom. Although even though I display them during class, it doesn't mean that students will use them.

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I will try to incorporate think pair share more often. Also giving students a few seconds to think before they share,

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I like the idea of  using sentence starters to support my ELL students and all my students who sometimes struggle on how to start a sentence

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I like the idea of  using sentence starters to support my ELL students and all my students who sometimes struggle on how to start a sentence

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I love this idea, and would like to try it out with my class. I am curious how to best have them interact with multiple people? Do I let them choose who to talk to? Or have it first be their elbow partner, and then find someone else in the room? I don't want it to be a way to lose them to socializing, but I like the idea of having them mix it up and not always share with the people near them.

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I love this idea, and would like to try it out with my class. I am curious how to best have them interact with multiple people? Do I let them choose who to talk to? Or have it first be their elbow partner, and then find someone else in the room? I don't want it to be a way to lose them to socializing, but I like the idea of having them mix it up and not always share with the people near them.

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Could someone give me a google slide/powerpoint of about 180 Math Talks 5-minute questions to project on my whiteboard as students come in and I'm taking attendance at the beginning of class?

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I've never tried them. Give it a shot!

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I'll give more think time, enforcing that it is silent think time, before asking students to pair and share. I often am impatient with think time and I use this strategy when the conversation is stagnant, rather than proactively and routinely.

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I like this strategy but also feel a little torn since I am telling students to be socially distant but also to draft their ideas with many students. I wonder if their is a good way to structure this movement without having mixed messages in the classroom.

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MT can help students understand content in their own words but i'm thinking to have them do it in pairs so it is less threatening and they have someome to bounce ideas with

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Trying this again with clearer time amounts and prompts to stay focused

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I struggle sometimes to make the warm-ups at the beginning of class engaging and meaningful for students and I think Math Talks could be a great way to do that.

I would LOVE it if the district curriculum provided these for us or at least strong resources for problems to use and teacher support for implementing them.

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I like the idea of using math talks to increase number sense and flexibility in thinking. 

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I like the idea of using math talks to increase number sense and flexibility in thinking. 

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The MidSchoolMath curriculum often has a think-pair-share, which I often do. I would like to try it with my other classes to see if that helps with the mathematical discussion.

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I want to provide more opportunities for summary and reflection at the end of an open ended problem, but students often have a hard time putting thoughts into words, and common sentence starters are a good way for every student to have something to bring to the table.

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I like the idea of implementing math talks in class to increase math discourse and to strengthen math skills that we may not be focusing on in the unit. I think math talks could be combined with the Think-Pair-Share strategy as well.

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Try checking out QTEL strategies!  They support all learners, all contents.

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Try checking out QTEL strategies!  They support all learners, all contents.

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Clear communication is always a goal of mine, because I teach middle school math to younger students, some with limited writing skills.  I see this as a fairly simple and easy way to help students level up in their communication skills.

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Clear communication is always a goal of mine, because I teach middle school math to younger students, some with limited writing skills.  I see this as a fairly simple and easy way to help students level up in their communication skills.

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I will use this strategy more to bring more voices into the room talking math.

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I will use this strategy more to bring more voices into the room talking math.

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The richest part of PPS's past were the monthly job-alikes that we did instead of staff meetings.  It is important for us to also have rich discourse about ways we can grow from our colleagues.  Is there talk about this?

Chuck Billedeaux
Kellogg

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Even though I feel pressed for time with only 45 minutes of teaching time, I will give more time to think about the math before we share out. I will try this strategy on Monday with an activity with tiles patterns.

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I have some of the same concerns as the teacher of autistic students.

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I really like utilizing math talks in my stats class. I take time for them most days and students journal about what they notice/wonder. I also enjoy when we get to the point of the year where they are responsible for bringing the image/stat od day to class to share--I can see their personanilities through their choices. It makes me wonder--what other ways can I encourage/faciliate conversations about math?

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This is Which One Doesn't Belong?, a website dedicated to providing thought-provoking puzzles for math teachers and students alike. There are no answers provided as there are many different, correct ways of choosing which one doesn't belong. Enjoy!

Which One Doesn't Belong?

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This is Which One Doesn't Belong?, a website dedicated to providing thought-provoking puzzles for math teachers and students alike. There are no answers provided as there are many different, correct ways of choosing which one doesn't belong. Enjoy!

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I think using sentence starters would help my ELL students, as well as incorporate verbal math communication across the board. I already emphasize math vocabulary, so this seems like a good way to continue in that direction.

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The reflective time for students initiating into any math task is essential to their having powerful dialogue in the pair discussion.

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I like the idea of using stronger and clearer every time to help better identify and understand key aspects of word problems (constant term, slope, coefficient, etc.)

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In both Think-pair-share and especially Math Talks I worry about the effect of social interactions on autistic children.

I am autistic and I remember just how stressful doing group work could be. Some of these autistic kids will often spend the majority of their energy just handling the social aspect and have little left for the academic.

Isn't the point of differentiation to remove unnecessary skill demands so they can access the same content? I think socialization, while it can help some, can also be an unnecessary skill demand (To access the content) for autistic children.

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Need to find "breaks" in my teaching in order to implement more "big" questions to create more of these opportunities to think-pair-share

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I will try using this more with the timer and standard que's instead of instituting it with different amounts of time and me ending it. I would like to try this few times a week to start and integrate it with our warm-ups.

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I would like to implement math talks more deliberately in our math courses. I like the idea of students vocally musing about the topic or process. I hope that it creates more buy in from the students and strengthens the idea that it is their learning not my teaching.

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Increasing proficiency of math skills and the language of math, and having students do that with their peers, not directly from the teacher (when possible.)

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I think this would be a good structure to use for the Mid School Math (pilot) Math Simulator. I have not been enforcing the silent think time, but I will start this week and see how it changes team discussions and class discussions. I will probably add in some sentence frames to support the beginnings of discussions.

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I need to be better about facilitating the "think" section as I tend to rush this part. If there is not enough think time, the the whole activity won't work properly. My goal is to implement think-pair-share properly so students can get the most out of it.

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I need to be better about facilitating the "think" section as I tend to rush this part. If there is not enough think time, the the whole activity won't work properly. My goal is to implement think-pair-share properly so students can get the most out of it.

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I like the idea of using sentence starters to facilitate discussion. I teach many students who have English as their 2nd or 3rd language. I can see also making these in students home languages. 

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I like the idea of using sentence starters to facilitate discussion. I teach many students who have English as their 2nd or 3rd language. I can see also making these in students home languages. 

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I like the idea of using the stronger, clearer as a pre-assessment to see how much students can discuss/expound on a certain topic. Then, after a few days of instruction to try it again with the same topic to see how the output/thinking has changed.

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Bringing up statistics from the news and current events to discuss how numbers can be looked at in many ways and how many people try to distort the meaning of said numbers.

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Students can deepen their understanding of linear functions by explaining the similarities between Point-Slope and Slope Intercept. By sharing their ideas, they can write more concise comparisons of the two and practice clear communication of mathematical ideas.

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sentence starters are a good way to increase the amount of writing kids do in class (something i don't have them do enough of) in a fairly painless way

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sentence starters are a good way to increase the amount of writing kids do in class (something i don't have them do enough of) in a fairly painless way

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I have math talks built into the curriculum I am using, but I haven't been doing them properly. This clarified what/how I should be doing them.

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I like math talks because it reinforces the reasoned thinking and provides opportunity for students to practice and use academic vocabulary.  In my classroom the routine during independent and group practice is for students to seek clarification from their peers before asking the teacher for assistance.  This gives them the chance to explain their issue to a peer and allows the peers to practice communicating their understanding.

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I like math talks because it reinforces the reasoned thinking and provides opportunity for students to practice and use academic vocabulary.  In my classroom the routine during independent and group practice is for students to seek clarification from their peers before asking the teacher for assistance.  This gives them the chance to explain their issue to a peer and allows the peers to practice communicating their understanding.

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I feel like Stronger, Clearer each time perfectly lends itself to Geometric proof writing. It is a way for students to see what a good proof and what good communication looks like without having to me tell them this is the exact way to organize your reasoning. I think students will benefit from seeing a variety of their peers proofs and considering what things make it clear, and what things make the proof more confusing. Then they get to use all of this to write their own proof in their own style (but after seeing what things to aim for and avoid)