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I used to think....students didn't learn certain concepts until middle school.

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I used to think....students didn't learn certain concepts until middle school.

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Now I think...they learn them in elementary grades

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I used to think....no child left behind wasn't possible

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I used to think....no child left behind wasn't possible

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Now I think...it is imperative that all children feel included in the classroom discussion

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I used to think....teacher driven lessons were more effective

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I used to think....teacher driven lessons were more effective

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Now I think...student driven lessons are better for student retention

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I used to think....planning was something I had to do all alone

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I used to think....planning was something I had to do all alone

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Now I think...I'm not on an island and help is available.

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I used to think...students being confused was a bad thing

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I used to think...students being confused was a bad thing

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Now I think...some discourse can be used in a useful manner for learning.

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I used to think that I just needed to look at Algebra standards when I'm teaching a topic.

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I used to think that I just needed to look at Algebra standards when I'm teaching a topic.

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Now I think that I need to use the coherence map to see how a topic was expressed in previous grades so I know how to bridge the gap between grade levels.

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I used to think that planning would one consist of my eureka lesson and benchmark so that I could see the rigor I am to teach to. 

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I used to think that planning would one consist of my eureka lesson and benchmark so that I could see the rigor I am to teach to. 

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Now I think it is important for me to utilize the coherence map, implementation guides, remediation tools more often. This will help me be more prepared and close the gap.

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I used to think that if they suggested I use a tape diagram that it wasn't important.  Now I think there is a purpose in every tool we use to teach the Math.  It's connected to how the st have previously learned.

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I used to think that if they suggested I use a tape diagram that it wasn't important.  Now I think there is a purpose in every tool we use to teach the Math.  It's connected to how the st have previously learned.

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I used to think that I only needed to focus on my grade standards.  Now I think it is important to study previous grade and following grade standards to make deeper connections to content.

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I used to think that I only needed to focus on my grade standards.  Now I think it is important to study previous grade and following grade standards to make deeper connections to content.

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I use to think I could just look at the curriculum and teach

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I use to think I could just look at the curriculum and teach

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Now I KNOW how important it is to see the pathway of before and after my grade level.

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Before I knew the general alignment, but now I feel like I had a "deeper dive" into that material.

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Before I knew the general alignment, but now I feel like I had a "deeper dive" into that material.

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I used to think it was crazy all of the changes they have made in math curriculum

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I used to think it was crazy all of the changes they have made in math curriculum

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Now I think I am beginning to understand the connection and the why behind the changes.

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I only needed to convert standards to learning targets

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I used to think certain LESSONS were one of the key shifts, but they can be within a lesson as proven on the "Looking for Evidence of Student Engagement in Key Shifts" document.

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I used to think certain LESSONS were one of the key shifts, but they can be within a lesson as proven on the "Looking for Evidence of Student Engagement in Key Shifts" document.

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Looking at the pathway of how the standards unfold gives me a better understanding of the curriculum/standards

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I used to think that letting students struggle with math problems was a good thing. 

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I used to think that letting students struggle with math problems was a good thing. 

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Now I think productive struggle and discussions are good and I need to focus more on keeping students on track.

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See the coherence of standards across the grade levels. 

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See the coherence of standards across the grade levels. 

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Before I didn't see/understand the importance of the lower grades because that is the foundation of a lot of the math we did.

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I used to do this sometimes in my class,.

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I used to do this sometimes in my class,.

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Now I KNOW how important it is to have these discourse discussions to effectively see where my students are.

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I used to think that each standard went to the highest form of rigor and Now I think how many times did I teach beyond the standard unneccessarily

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I used to think that each standard went to the highest form of rigor and Now I think how many times did I teach beyond the standard unneccessarily

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I  knew what rigor really was i.e. using high end Bloom Taxonomy questions

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I  knew what rigor really was i.e. using high end Bloom Taxonomy questions

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I used to think that it was difficult to plan for productive mathematical discourse.  Now I think that there are many tools we can use to help students think and talk mathematically.

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I used to think that it was difficult to plan for productive mathematical discourse.  Now I think that there are many tools we can use to help students think and talk mathematically.

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I used to think that it would just HAPPEN.  It would take planning, sentence stems, and careful planning like we did today to have rich discourse with high levels of rigor.

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I used to think that it would just HAPPEN.  It would take planning, sentence stems, and careful planning like we did today to have rich discourse with high levels of rigor.

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Now I think that its important to use Eureka as a foundation point and to make it even more powerful of learning experiences that include discourse and investigation,.

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I used to think the struggle was all mine to strategically design lessons

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I used to think the struggle was all mine to strategically design lessons

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I used to think posing a question like, "well what do you think," was productive discourse but now I think purposeful planning needs to be involved to truly get your students to think through the math.

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I used to think posing a question like, "well what do you think," was productive discourse but now I think purposeful planning needs to be involved to truly get your students to think through the math.

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Now I think...its still just as important as it was at the beginning of my coursework.

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I used to think that I could plan by myself. 

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I used to think that I could plan by myself. 

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Now I think that I'm a way more effective teacher when I work with my coworkers and talk through the math.

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Very important to understand

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Classroom culture, you modeled how to have class.  Even though you had a bunch of adult learners (we know we are the worst), you made it engaging no matter how many hurricanes, tired evenings, family...nice job...we appreciate the time and effort! 

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Classroom culture, you modeled how to have class.  Even though you had a bunch of adult learners (we know we are the worst), you made it engaging no matter how many hurricanes, tired evenings, family...nice job...we appreciate the time and effort! 

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I thought that virtual learning was less engaging...I miss the opportunity to hear the kids...and you made that work for us ever night!

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I thought that virtual learning was less engaging...I miss the opportunity to hear the kids...and you made that work for us ever night!

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I used to think planning was just about the problems and standards.  Now I know that purposeful planning includes planning for the discussion my students will need to have to truly understand.

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I used to think planning was just about the problems and standards.  Now I know that purposeful planning includes planning for the discussion my students will need to have to truly understand.