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Teachers excited about using stations and vertical spaces.

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Only a few students each lesson could share their thinking

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Some of our teachers were already doing a lot of work with Math Identity and others weren't.

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What?!?! No standard algorithms? You want me to have kids stand for math? I'm not sure about this.

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At the beginning of the year, we had a wide range of math abilities and attitudes. We were slowly making structural changes in how we differentiate in math and there was some hesitancy and confusion.

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Some students loved math and some students hated math. A lot of avoidance behaviors from the kids who hate math.

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Students are really identifying if they are a "math" kid or not. Students who struggle lack motivation.

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Teachers are more on board with the importance of math identify!

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more students are able to engage and share their thinking in classrooms that are using partners/stations and vertical spaces

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Our students understood math or they didn't.

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Many of our students were disengaged during math. There were few opportunities for students to talk and share during math time.

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So many of our students seemed to be unsure of themselves when it came to Math or wouldn't be able to articulate what strengths they had in math. 

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Overall, students are feeling more confident in sharing their thinking and finding enjoyment in the discussions, vertical spaces, and fluency games.

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Students have an established and concrete confidence level in their math abilities. They feel they are either good or not good ad math.

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Now I see frustration and a need to step back and reevaluate where they are in terms of new standards, checkpoints, Reveal, and math training; I see them regrouping, restructuring, and reflecting.

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By showing different ways to solve problems, those struggling on finding a way that works for them. And light bulbs are starting to go off.

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All over the place - some teachers already strong student engagement - others did not!

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Students struggling with motivation if math is hard for them

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Teachers don't like to change. Want to keep doing what they know and feel confident and effective using.

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I'm using my fingers and that's okay! I feel good.

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We had some grades that were using the traditional notes/lecture model and engagement was low. Other grades were already using stations so we were a little bit all over the place.

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In classrooms where some shifts are happening, more students are gaining confidence in math. The students really like vertical spaces and I've seen them get really excited when the teacher tells them it's time for vertical spaces.

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Overall more students are feeling more confident or at least taking more risks

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Students are more positive and willing to talk and share about math.

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Number Talks, Vertical Spaces, Games, Clothesline Tasks have led to more consistent and stronger student engagement across the building.

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I don't feel like their has been much progress on either front. Students are experiencing complacency at all ability levels.

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Ready. Open.

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Same students raise their hands in class discussions.

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Students get stuck in an identity. They don't feel like they will have a different outcome.

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More students are starting to see themselves as being able to accomplish things they may not have had confidence in previously.

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Done. Checking Out.

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Students are much more engaged in games, vertical spaces, and discussions. The cold calling is still anxiety inducing for some, but we are getting there to keep everyone engaged in the conversation.

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Unsure of the process and resistant to some of the changes. Some teachers are very confident about teaching math, others not so much.

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Classes were primarily procedural practice and solving problems. Students got bored easily.

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Students have more opportunities to share math ideas with classmates and teachers.

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In some classrooms math was really quiet, but students were not necessarily engaged. For students who had less confidence in math, there was a lot of avoidance or becoming disruptive.

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Teachers felt like they were teaching math well and felt confident in what they were doing, but I think they started to learn other strategies that challenged what they were doing.

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Not many opportunities for active thinking, talking, feedback.

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Not a lot of student participation, risk taking, or knowledge mobility

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I know how to do this, it's just teaching math.

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Very open to exploring Reveal - feeling more confident about teaching math with the elements learned and PD.

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Reviewing survey data, the majority of our students don’t like math.

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Often there would be just a handful of the same kiddos willing to answer questions and participate.

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Oh this is different than what I thought.

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Teachers in different places with their identities, some excitement about the PD for math

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Honestly, I think teachers are still feeling like it's a lot and they are having a hard time bringing it all together--the new Reveal curriculum and what they have been hearing/seeing at math PD and Learning Labs.

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More talking, sharing strategies and ideas, playing math games.

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I feel like there has been some small progress. Things are still primarily the same, but incorporation of some new strategies has improved student engagement slightly.

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More kids are interacting and encouraging each other and participating.

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EVERYONE can do math and enjoy it! Teachers are feeling more confident to try new things.

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Confused, frustrated, stuck in routines that were not based in research.

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Teachers still is different places but everyone is excited to have Reveal and try something new (and hopefully better!)

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Still confused and overwhelmed, but starting to make baby-steps towards positive change.

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More students are willing to share ideas and are more engaged. I've seen more interaction between students and more conversation.

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Student engagement was low. Math wasn't "fun". Lots of practice and not much talking.

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Teacher's are confident in their math abilities, but view themselves as imparters of knowledge, and are often not speaking in student friendly language.

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Thinking and learning together! Math is fun!

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Confused with math resources and piecing materials and lessons together with what we have/. Teachers stuck in a math identity crisis.

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Teachers were stuck in their own math identity....good or bad.

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Most teachers felt pretty confident about teaching math.

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Confident in trying new things and strategies. A lot of vertical spaces happening.

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Some teachers are embracing their role, however slowly, in moving student math learning forward, and they are slowly becoming less resistant to new methods.

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Teachers have better math identity and are willing to try new things.

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Students’ identities are beginning to shift in a positive direction.

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Some confusion, some anxiety, some excitement about teaching math.

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Students’ engagement in math is low.

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Students are active in thinking tasks, fluency games, and discussion.

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a bit off and all over the place

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Willing to discuss more and share ideas

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Lots of similar thinking, lower levels of communication & risk-taking

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Students expressing engagement & enjoyment through the work and discussion. Students feeling comfortable sharing multiple strategies.

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Finite amounts of students sharing thinking/strategies

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Windows wide open on sharing strategies and ideas and seeking ways to adapt new strategies

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Embracing the discussions; celebrating the use of the strategies; higher level of risk-taking

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It is fascinating to me to observe math identities being expressed in various ways by our students during learning labs. It seems these are shaped more and more at each grade level. By 3 or 4th grade they know if they are "good" or "bad" at math. This is shown by how much they participate.

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That70s Show Eric Foreman GIF - That70s Show Eric Foreman Light Bulb - Discover & Share GIFs

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Even in just one lesson--you can see students who do not normally speak or respond during math lessons get new opportunities to build their math identity!!