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Scaffolding Math Instruction for Attuning to Different Needs

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Scaffolding Math Instruction for Attuning to Different Needs

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Scaffolding Math Instruction for ELLs. NYCDOE..pdf

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MLR8-Discussion supports in English & Spanish

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In the unit dependency chart, an arrow indicates that a particular unit is designed for students who already know the material in a previous unit. Reversing the order would have a negative effect on mathematical or pedagogical coherence. Some dependencies are needed to address the standards. For example, there is an arrow from G.3 to G.4, because students learn that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles. Some are a consequence of choices made by the authors. For example, there is an arrow from A1.5 to A1.6, because when quadratic functions are introduced, they are contrasted with exponential functions, assuming that students are already familiar with exponential functions.

The following chart shows unit dependencies across the 6-12 curriculum.

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Illustrative Mathematics Algebra 1 Course Guide - Teachers | IM Demo

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In the unit dependency chart, an arrow indicates that a particular unit is designed for students who already know the material in a previous unit. Reversing the order would have a negative effect on mathematical or pedagogical coherence. Some dependencies are needed to address the standards.

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Discover Mathigon, the Mathematical Playground. Learning mathematics has never been so interactive and fun!

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Desmos offers best-in-class calculators, digital math activities, and curriculum to help every student love math and love learning math.

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Students really enjoy the which one doesn't belong routine. I have been creating my own in addition to those provided.

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We gave students a 10 hole punch card as an incentive to change a low cool down grade to a 100. This motivates students to participate.

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Students have been working on using this protocol to help them understand each problem and work through what the problem is asking us.

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Organizing my desks into groups simplified the discussion and group problems.

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Using them in the worksheet helps drive discussion while also helping ell students become more proficient. It also helps guide them towards the topic we want to focus on.

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Students were hesitant to get the “right” answer, but with time have realized it is an opportunity to share anything that relates to the “notice/wonder” image posted

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Since taking Jo Boaler's course, "How to Learn Math," I continually think about how I can effectively gauge my student's mindset at the beginning of the school year. Last year, I tried a "Get to know you" form that students completed, asking questions such as: What do you feel you are really good at in math? What do you feel you struggle with in math? Do you think you can get better at those things? etc... I didn't feel like I got the type of insight I was looking for...partly because my questions weren't that great and also because most students saw it as an assignment to complete and didn't write out extremely involved answers that gave me much insight. I then took it upon myself to have inspiring growth mindset posters hanging up around the room and continually told students how mistakes help our brain grow, mistakes are good, no one is "good" or "bad" at math and all of those great things I learned! Don't get me wrong, I love those things and will continue to do them, however it just didn't feel like the thoughts came out organically....I felt I was trying to "teach" them how to have a growth mindset, if that makes any sense?

Now, Year Two after the course, and I have found (borrowed/stole) the BEST activity to get to know student's mindsets at the beginning of the year, called Talking Points. I blogged about them before in my Week One planning post, but I had no idea at that point how much I would LOVE them. If you haven't heard of them before check out @cheesemonkeySF on Twitter and her blog! She adapted this activity from Lyn Dawes' Talking Points activity... Amazing Stuff!

For those who have never heard of them, here are her directions for how they work:

I used the following talking points because I felt it would give me insight into student mindset in regards to math and working in cooperative groups...

As a class, we reviewed the process and practiced Talking Point #1 together as as a class. From there I let them go and circulated the class to hear the conversations! It was the absolute highlight of my first week! Here are some things I heard as I went around...(waiting on a few more parent permissions to post, so had to transcribe for now)
On Doing Math Quickly.... "I disagree because you could write down a random answer but not be right." "If it said being good at math means being able to problems quickly AND correctly, then it'd be right" "I mean, think about it, you can do anything quickly but it might not be right or you may never learn it. So, you have to like go deep into the problem. That's just my opinion." On There Is Always One Best Way To Do Math... "I disagree because there can be more than one way to do problems." "I disagree because you don't always have to stick to one way and for one person there may be one way and they think that's the best, but for another person, could have a whole other way to do it." "There is not a BEST way, any way is good, but all that matters if you get the answer right." "There are many different ways I use to solve problems so not one way is always going to be best." "....just because one way is more efficient than another way doesn't mean its the best." On Getting a Problem Wrong Means You Are a Failure.... "...you learn from your mistakes, so if your not make mistakes, you're not learning anything." "If there was like 20 questions and you got one wrong, that doesn't mean you just get an F, you still get an A and then maybe one day you do that same question again, and your like, "hmmm, I got it wrong last time, let's try a different strategy and see if you get it correct."" "One wrong answer's not an F, unless there's like 2 questions on the test, because even if you get it wrong you still learn from it and next time if they ask you again, you can be like, "now I know the answer.""
There is a group assessment piece that we did not have time for that day but we did do a classroom debrief so all of the groups could hear the conversations, it gave me goosebumps hearing them talk....awesome. I learned SO much about my students from this activity and it felt so organic coming from them. I didn't feel like it was trying to "teach" them to have a growth mindset, it was coming from them! Love. Love. Love.

Here are some of their tallies....I think this data is invaluable! I cannot wait to incorporate this routine into my math class this year!

Happy First Week Back!

-Kristin

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Week One - Talking Points & Math Mindset

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Since taking Jo Boaler's course, "How to Learn Math," I continually think about how I can effectively gauge my student's mindset at the beginning of the school year. Last year, I tried a "Get to know you" form that students completed, asking questions such as: What do you feel you are really good at in...

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Within each discussion group, there is a small whiteboard to put the group answers down. Simplifies group sharing

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National Library of Virtual Manipulatives

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A digital library containing Java applets and activities for K-12 mathematics

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Sharing in an app allows educators to pose problems and investigations for students by using an 8-character code or link. Students can share their thinking with their teachers and classmates. Share codes remain available for continued use for 18 months from the date they are last accessed.
Watch the video to learn how sharing works.

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Sharing in an app allows educators to pose problems and investigations for students by using an 8-character code or link. Students can share their thinking with their teachers and classmates. Share codes remain available for continued use for 18 months from the date they are last accessed.

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Extra Support on Decsribing Graphs and Situations (Project) .docx

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Really Good Stuff I Need Help Mini Flip Chart Signs for Students - Set of 12 - Classroom Management Tools, Self Assessment for Students, School Behavior Supplies
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Really Good Stuff I Need Help Mini Flip Chart Signs for Students - Set of 12 - Classroom Management Tools, Self Assessment for Students, School Behavior Supplies

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Color-coded like a traffic light, these spiral-bound flip charts let you know at a glance which students need help with their work. The same message can be viewed from two sides, so you can see it from any place in the room.