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It's frustrating when administration observe/walkthroughs only for few minutes in the class and comes with their checklist, and they have no clue what the task is and what students/teachers are expected. Teachers are marked down on their evaluation based on their checklist. Not all the administrators are math classroom teachers.

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It's frustrating when administration observe/walkthroughs only for few minutes in the class and comes with their checklist, and they have no clue what the task is and what students/teachers are expected. Teachers are marked down on their evaluation based on their checklist. Not all the administrators are math classroom teachers.

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, two per unit

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We have coaches that observe us every week and give us feedback. This helps enhance our teaching skills. It assures we are teaching according to expectations

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We have coaches that observe us every week and give us feedback. This helps enhance our teaching skills. It assures we are teaching according to expectations

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do you teach the algorithm first and then explore with open-ended relevant tasks? or introduce the concept in an open-ended way and then formalize later?

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do you teach the algorithm first and then explore with open-ended relevant tasks? or introduce the concept in an open-ended way and then formalize later?

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Students often do not like non-algorithmic tasks, but  these tasks are so important!

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Students often do not like non-algorithmic tasks, but  these tasks are so important!

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I participated in teaching interviews a few years ago and the students thought the best teaching candidates were the ones who gave direct instruction and algorithmic tasks. Students said those teachers were the most clear, but we know the classroom can't only be like this. Open-ended makes students uncomfortable but we learn when we push ourselves

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My school they create the curriculum. Tell us what to teach and give us a guide of how we should teach. How we should probe for answers 

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My school they create the curriculum. Tell us what to teach and give us a guide of how we should teach. How we should probe for answers 

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It depends on what kind of problem they are focusing on.

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how to use manipulatives in open ended tasks?

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how to use manipulatives in open ended tasks?

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My district is very controlling about what and how we teach. I feel as if I have to sneak in thinking opportunities whenever possible

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My district is very controlling about what and how we teach. I feel as if I have to sneak in thinking opportunities whenever possible

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Sometimes the task can be completed in several ways, but the end result should be the same. Not always the case, but sometimes it is.

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Sometimes, and student struggle to explain their mathematical thinking 

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Sometimes, and student struggle to explain their mathematical thinking 

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I do use it with some modifications such as adding a sentence starter for my ESL students 

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I do use it with some modifications such as adding a sentence starter for my ESL students 

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Sometimes, it is not easy, some studnets are becoming almost angry when the questions are not standard 

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Sometimes, it is not easy, some studnets are becoming almost angry when the questions are not standard 

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Anytime I have a question more than 1-2 sentences. Students get overwhelmed at the "wordiness"

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Anytime I have a question more than 1-2 sentences. Students get overwhelmed at the "wordiness"

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our math curriculum is designed to be discovery....so requiring more recall and analysis from the students.

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our math curriculum is designed to be discovery....so requiring more recall and analysis from the students.

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I like to try pose one open-ended question each lesson.

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I like to try pose one open-ended question each lesson.

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Some students can express their thoughts, but have a difficult time reading the entire paragraph and then don't answer the question

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Some students can express their thoughts, but have a difficult time reading the entire paragraph and then don't answer the question

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students usually associate with real world issues. Teir daily life

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students usually associate with real world issues. Teir daily life

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I rarely use open-ended tasks. I just need to restructure how I teach, time is a factor in how I present information to the students.

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I rarely use open-ended tasks. I just need to restructure how I teach, time is a factor in how I present information to the students.

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It depends how the problem is explained. They can only think if the problem is related to their interest.

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It depends how the problem is explained. They can only think if the problem is related to their interest.

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With some leading/drivng question.  Depending on the students.  It changes the leading examples

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With some leading/drivng question.  Depending on the students.  It changes the leading examples

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students who struggle with reading comprehension/literacy impact their willingness to do "wordy" tasks

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students who struggle with reading comprehension/literacy impact their willingness to do "wordy" tasks

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rare. As a math teacher, I like it when the answer is x=3

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rare. As a math teacher, I like it when the answer is x=3

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This is can be a challenge in my class due to multiple students' levels

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This is can be a challenge in my class due to multiple students' levels

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My rich tasks do - but I sometimes need to highlight one student's thinking to help others stretch their own....

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My rich tasks do - but I sometimes need to highlight one student's thinking to help others stretch their own....

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we switched curriculums this past year, and the new curriculum really pushed the kids to think

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we switched curriculums this past year, and the new curriculum really pushed the kids to think

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Some tasks are deeper level, and some are not.

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The problem I encounter is kids quitting — they aren’t are working towards the answer and the process. If they don’t know it they stop

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It is important to ask students about their thinking about problems and the way they solve them.

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50/50

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Sometimes...the text we use lends heavily to this.

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Sometimes...the text we use lends heavily to this.

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I am using IM Algebra 1 and most of the problems in the curriculum are non-algorithmic

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non/alg

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not always

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I struggle with this; usually I do this with word problems but it is not always connecting

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I struggle with this; usually I do this with word problems but it is not always connecting

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I follow the textbooks ..try to modify them as much as I can 

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I follow the textbooks ..try to modify them as much as I can 

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sometimes

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My problems are Cognitively Demanding...

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My problems are Cognitively Demanding...

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Most of the problems I give are Cognitively Demanding

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The task requires complex non-algorithmic thinking

The task requires students to explore and understand mathematics

The task requires the student think about their own thinking (monitoring their own cognitive process)

The task has elements that require cognitive effort because some parts are opened ended or have elements that are not clear cut