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Have an open ended question up for students to answer when they finish early or durning center time.

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Be specific about the action that is being praised

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Be specific about the action that is being praised

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"Solve this problem any way you choose" - something our opening word problems in each math lesson begins with

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"Solve this problem any way you choose" - something our opening word problems in each math lesson begins with

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displaying different entry points for students

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displaying different entry points for students

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Mistakes help your mind grow, encouraged, and used as learning.

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Mistakes help your mind grow, encouraged, and used as learning.

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decomposing

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Asking the "why" is this incorrect and having students follow their own thinking.

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Asking the "why" is this incorrect and having students follow their own thinking.

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Post the focus standard in the classroom, refer to it

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Post the focus standard in the classroom, refer to it

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When we teach students about mistakes, struggles, and failures we are teaching them life skills to help them not only in math, but all aspects of life.

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Puzzles are great for developing thinking.

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Puzzles are great for developing thinking.

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Embrace and discuss students different ideas.

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Embrace and discuss students different ideas.

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Comments, feedback without grades most effective.

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Comments, feedback without grades most effective.

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Look at ideas from different perspectives and using numbers flexibly.

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Look at ideas from different perspectives and using numbers flexibly.

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Fluency tests can block students working memory. 

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Fluency tests can block students working memory. 

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Give students the answer and the students come up with the math problem.

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Give students the answer and the students come up with the math problem.

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Thinking deeply about problems is what helps you understand the relationship. Focusing on computations makes it seem like the relationship is already known and you are just identifying it.

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Thinking deeply about problems is what helps you understand the relationship. Focusing on computations makes it seem like the relationship is already known and you are just identifying it.

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Do not automatically reveal the correct answers, ask students to prove their answers and convince friends & skeptics

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Do not automatically reveal the correct answers, ask students to prove their answers and convince friends & skeptics

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Stop and Think, Estimate, Draw, Mathematize, Make Sense.

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Stop and Think, Estimate, Draw, Mathematize, Make Sense.

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Telling children they are smart is damaging

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Telling children they are smart is damaging

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Do Not give generic feedback.  This needs to be specific and important to the student.

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Do Not give generic feedback.  This needs to be specific and important to the student.

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Differentiation, allows all students access...should never be rushed!

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Differentiation, allows all students access...should never be rushed!

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Provide praise to students for effort and thinking rather than correct answers. 

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Provide praise to students for effort and thinking rather than correct answers. 

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Talking about the effort the student makes on all questions weather they are right or wrong

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Multiple pathways- low entry points, high ceilings

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Multiple pathways- low entry points, high ceilings

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Make sure students can say what specific skill or concept they are working on. 

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Make sure students can say what specific skill or concept they are working on. 

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Allow students to discuss with groups or with partners

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Allow students to discuss with groups or with partners

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By having "timed test" we may be promoting stress/anxiety for students, even those who are high achieving. We have them fear math vs. enjoy math with this task

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It is what the students do, not what the teacher does. Promotes problem solvers, that naturally make connections and use what they know to problem solve.

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It is what the students do, not what the teacher does. Promotes problem solvers, that naturally make connections and use what they know to problem solve.

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Give students access to the reasons why methods work, not just give them methods to memorize. 

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Give students access to the reasons why methods work, not just give them methods to memorize. 

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If the task is easy your brain isn't growing. We grow through positive struggle. 

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If the task is easy your brain isn't growing. We grow through positive struggle. 

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Real world application

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Mistakes are learning.

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Timed test do not show or prove intelligence.

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Asking them to identify "how" they would solve this will open up discussions between the students to learn new methods.

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Asking them to identify "how" they would solve this will open up discussions between the students to learn new methods.

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Students need to be able to explain their thinking.

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Students need to be able to explain their thinking.

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Sharing mistakes may help out struggles that others are also having.

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Sharing mistakes may help out struggles that others are also having.

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Be specific in your observations of the student's effort.

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Be specific in your observations of the student's effort.

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Not memorizing, use and encourage various strategies, Math running records, flexibility leads to memorization, offer opportunities to be flexible.

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Not memorizing, use and encourage various strategies, Math running records, flexibility leads to memorization, offer opportunities to be flexible.

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Room 3

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Timed fluency activities might damage a student's conceptual understanding. We are thinking about how to alter tasks that we've given in the past.

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Room 6 Main Points: no timed tests; encouraging more ways to solve problems 

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Room 6 Main Points: no timed tests; encouraging more ways to solve problems 

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- Reflection of our own students and the stress and anxiety during any timed test.
- Curriculums do have portions of timed test embedded.
- We understand the why, but as students get older they will need that foundation (basic multiplication and division facts)

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Speed = anxiety, dislike of math, create fixed mindset

Flexible Thinking- opportunity for many answers, deep thinkers, number talks

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Room 6 Main Points: praise small achievements; do not make progress public on a class board (personal goal tracking)

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Room 6 Main Points: praise small achievements; do not make progress public on a class board (personal goal tracking)

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This requires a shift in teacher thinking. Many do not want to let go of timed tests.

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Mistakes will make you, Do not let them break you!

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We aren't sure how to define what struggle looks like in a classroom and we're not sure how to teach students to do it without "rescuing" them.

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Creating a good classroom culture to support mistakes, peers will support peers

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Room 6 Main Points: opportunities to solve in multiple ways and share processes; time to struggle; build on someone else's ideas and strategy; discuss mistakes in a positive way; be wrong as the teacher to have students correct and teach mistakes as positive

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Room 6 Main Points: opportunities to solve in multiple ways and share processes; time to struggle; build on someone else's ideas and strategy; discuss mistakes in a positive way; be wrong as the teacher to have students correct and teach mistakes as positive

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Praise action and process over the person
Word choice
Comments on how to improve the process not a grade

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- We need to have structures in our classrooms that allow moments of stress, struggle, and, failure in order to learn and overcome these hurdles.
-Having a growth mindset. The power of yet. Starting strong classroom culture at the BOY. of the year. to set up students to have a growth mindset and it becomes an ongoing practice they are learning.

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Rather than giving number grades we should highlight mistakes and prompt students to correct their own mistakes. We want to know how to address the potential for students to feel like they're failing if they aren't "getting it".

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Realistic context for problems

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We must design tasks that have multiple access points and different pathways.

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Room 6 Main Points: Envisions users-solve & share problem; logic puzzles/challenges to develop number sense

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Room 6 Main Points: Envisions users-solve & share problem; logic puzzles/challenges to develop number sense

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Preferred way to learn
mathematical conversation skills
Great way to have many answers
Real world problems
Making connections outside the classroom

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-authentic praise
-Reflection of our own past experience as students and how now as educators how we can change how we praise students on their effort.

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We don't talk about the standards for mathematical practice enough... these are the guidelines to teaching students to become mathematicians.

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Leads to math growth mindset

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Room 6 Main Points: explain their thinking so others can understand it; persevere (also a way to show growth through struggling); represent problems visually or actively

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Room 6 Main Points: explain their thinking so others can understand it; persevere (also a way to show growth through struggling); represent problems visually or actively

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Failures and mistakes help to growth the brain. Embrace mistakes.

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Stop and Think
Mathematical process that you work through as a class

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- multiple ways to demonstrate solving a problem.

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Praising the action, not the outcome. Meaningful feedback.

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1. Resource: Mad minutes are truly mad minutes. The mad minute gives them anxiety especially for those who know they already have a math gap.

2. As an adult when I am put under a time constraint I get frustrated.

3. Number talks don’t have to be just math cards, it’s all about how you frame it.

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1. Neuropathways are created during a students’ struggle.

2. Skills that are learned are able to be applied.

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Neuro pathways are created during a students’ struggle. 
Skills that are learned are able to be applied. 

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1. Specific feedback, avoid things like good job.

2. Positive feedback can create a fixed mindset unintentionally.

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1. Facilitators of learning, we model after the student.

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1. Emphasized more in the classroom, they often get pushed to the side.

2. What is the purpose of the learning

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- need to internalize and usage of these practices.