12:30 Teaching Routine: Glows and Grows by

Lily Wisdom- Over or Under

2024-09-16 18:34:37 UTC

I scaffolded my students as they were working- think about the different strategies you can use to mentally answer the question before you work out the problem.

Lily Wisdom-Over or Under

2024-09-16 18:35:51 UTC

Use fewer problems to solve.

Kayah Lane- picture it

2024-09-16 18:36:12 UTC

I had my students turn and talk to neighbors so they could hear what their peers answers were and reflect.

Tiana Morrow- Number Talk

2024-09-16 18:36:25 UTC

I explained the task very well.

Kayah lane- picture it

2024-09-16 18:36:47 UTC

I could ask students more questions to deeper see where they got their answers from.

Tiana Morrow- Number Talk

2024-09-16 18:36:58 UTC

I didn't use that many higher-order thinking questions.

Jennifer Davis- Which doesn't belong?

2024-09-16 18:37:20 UTC

We discussed not just their answers but also the other potential answers, which helped encourage thinking outside of the box. The students were also allowed to create their own patterns and add on to each other's patterns.

Jennifer Davis- Which doesn't belong?

2024-09-16 18:38:51 UTC

Figure out a way to scaffold the lesson into other concepts.

Odyssey Richie: This or That

2024-09-16 18:39:00 UTC

A more in-depth explanation of the this or that strategy

Sandy Dang-Mystery Number

sdang123 — 2024-09-16 18:39:11 UTC

I had steps and to guide the students and an example to start off the lesson to give the students an idea of what is expected of them.

Emma McGuire - Picture it

2024-09-16 18:39:54 UTC

I had my students observe and wonder about the picture I had presented and I also had multiple questions to ask the students and they answered them very well.

Monica Labonte - This or That

2024-09-16 18:40:23 UTC

I asked my students to explain their thinking on the task. Also, promoting students to have discussions about their thinking and wonderings.

Sandy Dang- Mystery Number

sdang123 — 2024-09-16 18:40:23 UTC

I wish there was a way for me to use visual aid to help the students visualize the mystery number.

Sarah Spicer- Which One Doesn’t Belong?

2024-09-16 18:40:32 UTC

I used follow up questions to continue the conversation after everyone had stated their answer and extend their thinking.

Emma McGuire - Picture it

2024-09-16 18:40:38 UTC

Make the picture more readable, and add higher thinking questions

Melody Nguyen-This or That

2024-09-16 18:41:18 UTC

I kept students engaged and had them thinking about how to solve the problem to get an answer to this or that.

Monica Labonte - This or That

2024-09-16 18:42:01 UTC

Find ways to promote students to come up with types of this or thats to add to the pattern of the task given. Extend their thinking.

Melody Nguyen-This or That

2024-09-16 18:42:25 UTC

Hand out materials, explain directions better, and explain thinking.

Akeria Ponder

2024-09-16 18:42:34 UTC

I was very engaging with my students and get them praise when they gave answers. I asked them to explain their thinking and that allowed the other students inspire each other

Sarah Spicer- Which one Doesn’t Belong

2024-09-16 18:42:39 UTC

Using shapes that have more differentiation so students have more to discuss and debate.

Akeria Ponder

2024-09-16 18:44:28 UTC

I could have stared with smaller numbers and gave examples using different operations

JaMya Williams- Over or Under

2024-09-16 18:45:09 UTC

Be more teacher led, I led too much. Have more individual think time Better teacher language.

Odyssey: This or That

2024-09-16 18:45:09 UTC

I provided a picture that included arrays for my students. I asked them to explain their thinking on how they solved/ decided this or that.

Chantell Buchanan- Picture It

2024-09-16 18:45:46 UTC

Glow: I had everything planned out and in order. I asked questions such as what do they see and wonder, and I also asked them which form of mathematics would be best to use for this problem.

Kayleigh Cowart- Mystery Number

kaycowart0613 — 2024-09-16 18:45:48 UTC

I had my students explain the strategies they used to find the mystery number so that they could hear what each other did.

Matt Crider - Would You Rather

2024-09-16 18:46:20 UTC

When my "students" felt like they had the answer before we solved which option had more Oreos, I asked them to prove it and show their thinking.

Where's The Point?-Olivia F.

ofillingeducation — 2024-09-16 18:46:24 UTC

I had my students to have thinking time for the visual representations and then I had them to answer thinking questions to have relations between the models

Chantell Buchanan- Picture It

2024-09-16 18:46:53 UTC

Grow: I would have liked to make the problem a bit more difficult so they can use their higher order thinking skills. Next time, I would also include the 'turn & talk" partner method, so they can feed off of each other and help each other solve the problem.

Kayleigh Cowart- Mystery Number

kaycowart0613 — 2024-09-16 18:47:01 UTC

I felt like I could've explained the task better and more thoroughly.

JaMya Williams- Over or Under

2024-09-16 18:47:03 UTC

Did a good job asking questions throughout. Projected, tried to have students think critically.

Emma Figueroa - Picture This!

2024-09-16 18:47:51 UTC

I felt I had an engaging picture and good mathematical questions to scaffold student thinking.

(Ex. Movie Theater seats are arranged in a 3x6 array. What would the total number of seats be if we added another column of seats? What about if we added another row?)

Ashley Mayo

2024-09-16 18:48:13 UTC

I did well with proving time for students to think about their answers and then providing time for them to share their thinking as we worked together through the problem.

Where's The Point?-Olivia F.

ofillingeducation — 2024-09-16 18:48:14 UTC

I would think more of the way I present the lesson as far as maybe having the students pick the point and then we discuss the correlation of the points instead of coming up with it before hand so it involves the students.

Briggs Manuel- Which one doesn't belong?

2024-09-16 18:48:49 UTC

I would use more higher-thinking questions. I would have the students explain their thinking more. I would also have more problems for the students to complete.

Matt Crider - Would you rather

2024-09-16 18:49:03 UTC

I felt my board had too many words and could have utilized more visuals, as well as more examples.

Ashley Mayo

2024-09-16 18:49:17 UTC

I can work on asking more higher order thinking questions to get more in-depth answers.

Reagan Gallman

2024-09-16 18:51:11 UTC

I did good at asking scaffolding questions which I was proud of! (??)

Briggs Manuel- Which one doesn't belong?

2024-09-16 18:51:25 UTC

We discussed how many sections are in each section for each fraction. We also talked about the different shapes for the fractions and talked about how they are similar and how they are different. It was very helpful for the students to have visuals.

Reagan Gallman

2024-09-16 18:52:49 UTC

I can have more than just one mystery number. The first one can be a practice and then students may have a better idea what to do for the second one.

Megan Byrd- whats another way to say it?

meganbyrd100 — 2024-09-16 18:54:08 UTC

I think that I did well at explaining the different things that the students should have been thinking about instead of writing them on the chart, making it too crowded. I did a god job at affirming the student's thoughts and also helping them see it differently if they got it wrong.

Emma Figueroa

2024-09-16 18:54:22 UTC

I wish I had more mathematical questions as they went by fast.

Megan Byrd- Whats another way to say it?

meganbyrd100 — 2024-09-16 18:55:22 UTC

go over the questions to ask more before teaching it. Having my answers already ready to share. Have students work together and compare after they work by themselves.