We all taught like it said: Gave an example, then waited 4.5 mins for students to try the next one on their own.

This is how WE were taught!

Our students ask, “please just show us how to do it!” It is ingrained in them to expect direct instruction.

Ex: Push back against Common Core, while we recognize it is actually a good way to teach.

Parents fight back too when we don’t do mimicking.

This is why we like Math Medic.

Where is the Math Medic curriculum for Science?

Science: design thinking = exploratory first, before giving the answers. This is very aligned with the philosophy of this book.

Design Thinking: a mindset and approach to learning,problem solving… structured and flexible framework…Students enter the curriculum as explorers without any prior knowledge.

Try to have students discover shortcuts

Mimicking is good for fluency once they understand the why

This will be a great curriculum for AVID 9 as well

I do, we do, you do —> REVERSE it to You do, We do, I do

Fostering an environment to feel failure in a safe way is important so they don’t feel like they have to mimic.

—> Why picking noncurricular thinking tasks is important at the beginning of the year so all students feel stuck, and it’s shown to be socially acceptable.

Need to curate and assign tasks to grade level and subject so students never repeat them

Need to go slow to go fast

Then, throughout the year, do open-ended warm-ups

Science: Case studies can be used in a similar way. Some details can be removed so they are made to be more open-ended

Need more hours to collaborate and create these for August

• Maybe beginning of August we have set aside some hours to meet and curate these

• We can also research these at the AVID conference in July (we wish we would all attend the conference but not all of us will be there this year)

Need to be paid more hours to contact parents

Need to discuss at Parent’s Summer Bridge that students may be moved due to NWEA scores

Joy: Random groups with Olympic Thinking Tasks, with cards, and a picture logic puzzle

Nancy: Random groups of 3 with Dojo, tables with group numbers. Olympic Thinking Tasks. Escape room task with logic puzzles. Encouraged other students to help each other if they finished early.

Mike: Random groups of 3 with Dojo (x, y, z) matching the students. Logic puzzle thinking tasks. Focused on identifying different solution strategies. Escape room task.

Brie: Random groups to complete an activity. Completed an inquiry-based activity on discovering the reason behind an exploding can phenomenon.

Yvonne: Every day students are in random groups, organized in different ways. This week, they used name tents. "Subversive lab grouping game" for students to create groups by finding connections between academic vocabulary in their groups. "The case of the missing computer chip" (a nature of science activity) - students examine a case, map of the area, scenario, get clues, make a hypothesis, etc." Goal was for students to learn 1. What we are going to learn, 2. How we are going to learn it, and 3. Then do the science. Did it a logic puzzle"The polar bear dice game" riddle. Also recommends doing a patterns activity (demonstrated in our session today - see pictures).

Steve: Turner's Graph on the costs of the Olympics, students worked on the whiteboards to write their answers and shared out with the class. Die Hard jug puzzle done on the whiteboards too. Randomized alphabetically. Will start randomizing with Flippity (?) later.

Lisa: Olympic task; found a lot of thinking tasks on NCTM if we are members we can use them. Alphabetical seating chart; writes (x,y,z) on the screen so they know where to sit (desks have x,y, or z on them). Paper airplanes icebreaker activity as well.

Ryan: Random groups made through a word connection game (like the game "Connections), groups of 3's or 4's. Reviewed and debriefed observations of how the groups experiences successes and challenges in their collaborative activity with the whole class.

We discussed how our classrooms are all defronted to an extent, but also has remnants of fronted classrooms due to Prometheans, etc.

*Joy, Lindsey, Nancy, and Mike are giving the answer keys in the middle

Joy: Purposely not giving enough time, so they get comfortable with not finishing and they cannot waste time.

We all agree that students can struggle with time management, and prioritize the wrong things (like making the graphs perfect, rather than thinking about the concepts)

We discussed how to debrief after the group work.

We discussed the roles of each group member. How one student should have the marker in each group, and the other two should be telling them what to do. Lindsey: Uses the "Puppet Master" strategy for giving directions so the x partner is the puppet.

Joy - hints on board before the group starts.

Algebra 1 -/ Geo: need more verbal directions, since they struggle with interpreting the written PT's. Lack the perseverance reading all the directions.

Students need to annotate and practice reading textual prompts.

Ryan - constrained by small room dimensions. May need to remove a desk or two so there is more space. More open space is preferable according to the text.

Brie - made the change this year from groups of 4 to groups of 3. Noticed less students off-task this year.

Lindsey/;Joy - feedback to us from Mark White was to make more of our Math Medic lessons into stories in our initial delivery

Ideas for supporting the transition from verbal to text - making cartoons to diagram the steps and directions for a lab (Brie); reading and discussing/debriefing with a group and the whole class; annotating (Joy)

Geo: Comfortable Horse Stalls thinking task

Common issues noticed: units conversions, understanding what units represent, dimensional analysis, and distance/rate/time