Progress Over Time A2 by Laurie Ferry

BEFORE

laurieferry — 2025-02-09 22:18:59 UTC

So many of my students did not feel confident about their math identity. They really did not love math.

AFTER

laurieferry — 2025-02-09 22:20:31 UTC

Even though not all of my students LOVE math the majority of them feel more confident and are willing to share their thinking.

Before

2025-02-24 20:42:41 UTC

Students would come in with a "I can do math" and "I can't do math"

Before

2025-02-24 20:43:11 UTC

My students may not have been comfortable asking questions out loud or of each other.

After

2025-02-24 20:43:40 UTC

Students have a thinking that they have something to contribute and they have more to learn.

Before

2025-02-24 20:43:55 UTC

Many of my students were, at best compliant, and at worst disengaged.

After

2025-02-24 20:43:57 UTC

Student feel comfortable talking to each other about their questions and concerns. They will talk to their groups before asking me.

Before

2025-02-24 20:44:07 UTC

Students would work quietly, afraid to talk to each other about the math.

Before

2025-02-24 20:44:39 UTC

Students would not want to participate and/or get out of their seats.

After

2025-02-24 20:44:41 UTC

Students are willing to help each other and feel comfortable sharing their ideas to move forward in their learning

Before

2025-02-24 20:44:59 UTC

Student Math Identity was not really something that I thought about

After

2025-02-24 20:45:10 UTC

Now my students are at the very least engaged with the material, and some even are passionate about this style of learning.

After

2025-02-24 20:45:12 UTC

Students would rather work in small groups or be up and moving around the room.

Before

2025-02-24 20:45:46 UTC

What's math identity?

Before

2025-02-24 20:45:58 UTC

I would represent math in one or two ways. Not always tying concepts together.

Before

2025-02-24 20:46:23 UTC

I did not use as many real world applications and students may not have realized how things relate beyond just the problem.

After

2025-02-24 20:46:48 UTC

I am conscious of how I interact with students and how it might impact them

After

2025-02-24 20:47:40 UTC

Experience First Formalize Later has been helpful for my students to make connections with the topics we are studying.

After

2025-02-24 20:48:02 UTC

I now have tools to provide different activities and representations to support concepts. Having students investigate different representations and guiding them to tie together the lesson.

BEFORE

2025-02-24 20:48:16 UTC

Students thought of themselves as either good at math or bad at math

After

2025-02-24 20:48:19 UTC

Aha...I see why this is important to student learning.

Before

2025-02-24 20:48:29 UTC

I would call on students I know have the right answer.

Before

2025-02-24 20:48:50 UTC

Engagement was students doing what they were supposed to

After

2025-02-24 20:49:07 UTC

I engage the students in more of a discussion and allow for all students to have a voice and build everyone's math identity.

Before

2025-02-24 20:49:15 UTC

I always tried to find new ideas of how to be a better teacher, however I did tend to stick to what I was used to.

AFTER

2025-02-24 20:49:23 UTC

Now students know that learning is about the journey and not the destination.

Before

2025-02-24 20:49:56 UTC

It's my time, not yours!

Before

2025-02-24 20:50:22 UTC

I would only use one or two representations within a lesson.

After

2025-02-24 20:50:28 UTC

Engagment is students doing what they need to

After

2025-02-24 20:50:38 UTC

I am continuously pushing myself to find new approaches to get students involved in their learning. I am also pushing myself to try strategies that are outside my comfort zone.

2025-02-24 20:51:15 UTC

Students must be possessive of their learning and I'm guiding the process.

Before

2025-02-24 20:51:47 UTC

I understood importance of this.

After

2025-02-24 20:52:41 UTC

Now I try to represent multiple ways of interacting with the material. I use different methods, and activities even within 1 lesson.

Before

2025-02-24 20:53:13 UTC

Multiple representations just meant tables, graphs, equations

After

2025-02-24 20:54:15 UTC

I take more time to make this a reality in the classroom.

After

2025-02-24 20:55:12 UTC

Multiple representations includes tables, graphs, equations, pictures, applications, technology, manipulatives, the possibilities are endless!

Before

2025-02-24 20:55:18 UTC

I didn't really know where students were at, until the test. And it was usually too late by then.

After

2025-02-24 20:56:56 UTC

I feel like I could predict the grades of my kids without looking at the results of a test. I see so much of their activity throughout the unit.

Before

2025-02-26 20:47:55 UTC

I used to never really consider math identity.

Before

2025-02-26 20:48:23 UTC

There was a large portion of students that did not enjoy math, and would mention previous experiences that turned them off from math.

After

2025-02-26 20:48:51 UTC

I now make math identity an every day part of my classroom. Students feel more confident than they used to.

Before

2025-02-26 20:49:06 UTC

Many students did not think of specific learning intentions/success criteria and it was more tied to the unit in general.

After

2025-02-26 20:49:13 UTC

While many still feel like they struggle in math, I think they enjoy coming to class and have more of a positive mindset towards math.

Before

2025-02-26 20:50:05 UTC

Many disengaged and hesitant to share their thoughts.

Before

2025-02-26 20:50:30 UTC

Students have always been engaged but I didn't always push them in their classroom.

After

2025-02-26 20:50:54 UTC

I use way more strategies on a given day.

After

2025-02-26 20:50:56 UTC

Students now tie what they are doing more to specific standards. There is a greater awareness of all of their plate and more able and willing to communicate areas of strength and weakness to others.

After

2025-02-26 20:51:02 UTC

Students feel more comfortable sharing with the class, and are more willing to engage in the lesson.

Before

2025-02-26 20:51:24 UTC

I would mostly use direct instruction.

Before

2025-02-26 20:51:25 UTC

I used to only use the representations necessary to present content.

After

2025-02-26 20:51:47 UTC

I now use and connect representations in order to show students the content.

Before

2025-02-26 20:51:48 UTC

Students engaged more in the ideas of the unit and thought of the unit less cohesively.

After

2025-02-26 20:52:11 UTC

I still use direct instruction, but also a lot more vertical spaces, exploration, and other representations.

After

2025-02-26 20:52:38 UTC

Students view the unit as more of a unit and are willing to get involved with others more and the material more and to admit mistakes or areas of growth/struggle.

Before/After

2025-02-26 20:53:01 UTC

I would let the usual students participate and carry the workload of the entire class. Now I use cold calling more effectively to hear from other students.

Before

2025-02-26 20:54:41 UTC

As a teacher I was less aware of all questioning and its impact. I also was less conscious of how the structure of the lesson and the ideas and plannning of the day could be better maximized for impact.

After

2025-02-26 20:57:34 UTC

As a teacher, I am more aware of so many factors that drive the classroom experience and can facilitate greater conceptual understanding and ultimately, learning and success for my students. I am also more likely to try new things.

Before

2025-02-26 20:58:25 UTC

I would often call on students who I felt could lead the way and knew all that was going on.

After

2025-02-26 20:58:49 UTC

I am more aware at the specificity of my cold calling and response.

Before

2025-02-26 21:16:34 UTC

Students would look to the teacher for confirmation or answers.

After

2025-02-26 21:17:03 UTC

Students look to themselves and their peers to process through to get the answers.