https://padlet.com/hrosenfield/bzh47ptlp0ik6fec What ideas from the article support your thinking about students engaging with each other / pushing deep mathematical thinking, in remote settings? This can include learning in both asynchronous and/or live synchronous formats. en-us 2020-05-18 17:40:19 UTC 2020-05-19 19:54:07 UTC hello@padlet.com hrosenfield https://padlet.com/hrosenfield/bzh47ptlp0ik6fec/wish/581354913 2020-05-19 01:44:32 UTC https://padlet.com/hrosenfield/bzh47ptlp0ik6fec/wish/581354913 https://padlet.com/hrosenfield/bzh47ptlp0ik6fec/wish/583392341 “A well-designed math conversation can make it easier for all students—even those who rarely talk in class—to participate, experts say. And by including all class members, a well-structured conversation can help students feel that their thoughts have value”. I completely agree as I currently uplift discourse through unpacking my learning targets and ensuring equity of student voice from the start of my lives lessons. So all my students feel that they have a part in the lesson, and they accomplished and mastered the target for the day through thinking out their process. ]]> 2020-05-19 19:46:51 UTC https://padlet.com/hrosenfield/bzh47ptlp0ik6fec/wish/583392341 https://padlet.com/hrosenfield/bzh47ptlp0ik6fec/wish/583392453 Some tools that can do that:  breakout rooms, screen shares, shared whiteboards (like whiteboardfox), Desmos allows students to see other student responses once they've submitted for a question.  How else can we facilitate students lifting up ideas from each others' work????

]]> 2020-05-19 19:46:54 UTC https://padlet.com/hrosenfield/bzh47ptlp0ik6fec/wish/583392453 https://padlet.com/hrosenfield/bzh47ptlp0ik6fec/wish/583393013 Allowing students to have conversations in class about the math without the need to correct right away.  When students feel like they are going to be corrected and micromanaged they are probably less likely to engage.  The idea of a rough draft is essential for the learning process.   In the remote learning environment, tools are able to get to the student in a faster way, such as the chats in google meet or zoom. It is at their finger tips once it is sent to them.

]]> 2020-05-19 19:47:14 UTC https://padlet.com/hrosenfield/bzh47ptlp0ik6fec/wish/583393013 hrosenfield https://padlet.com/hrosenfield/bzh47ptlp0ik6fec/wish/583393468 How to promote rough draft thinking connects to creating culture of success and failure /learning from mistakes.]]> 2020-05-19 19:47:29 UTC https://padlet.com/hrosenfield/bzh47ptlp0ik6fec/wish/583393468 barcuri2 https://padlet.com/hrosenfield/bzh47ptlp0ik6fec/wish/583393769 2020-05-19 19:47:39 UTC https://padlet.com/hrosenfield/bzh47ptlp0ik6fec/wish/583393769 https://padlet.com/hrosenfield/bzh47ptlp0ik6fec/wish/583396239 2020-05-19 19:49:03 UTC https://padlet.com/hrosenfield/bzh47ptlp0ik6fec/wish/583396239 https://padlet.com/hrosenfield/bzh47ptlp0ik6fec/wish/583397465 Couldn't agree more with this article, I think it is important for this to at least start in a low stakes kind of way, where students are comfortable contributing and sharing - a math talk strategy I have been using a lot has been Contemplate Then Calculate to encourage student mathematical discourse. 

]]> 2020-05-19 19:49:47 UTC https://padlet.com/hrosenfield/bzh47ptlp0ik6fec/wish/583397465 https://padlet.com/hrosenfield/bzh47ptlp0ik6fec/wish/583398767 Highlighting the students' thinking and how it influenced the outcome encourages the students to keep trying and that even a small thought helps big

]]> 2020-05-19 19:50:34 UTC https://padlet.com/hrosenfield/bzh47ptlp0ik6fec/wish/583398767 blotti https://padlet.com/hrosenfield/bzh47ptlp0ik6fec/wish/583399099 I'm particularly struck by the first sentence in the last paragraph, about students having fun while engaging with math. ]]> 2020-05-19 19:50:45 UTC https://padlet.com/hrosenfield/bzh47ptlp0ik6fec/wish/583399099