Professional Development Ideas & Questions 22FA EDUC324 by Kaduk https://padlet.com/cakaduk/gd7dbj4c6o6ni7be Share your responses to Q 4 & Q5 from the PD assignment to promote discussion. en-us 2022-08-06 16:09:34 UTC 2026-02-01 09:27:50 UTC hello@padlet.com https://padlet.net/icons/png/1f994.png SAMPLE: "Developing Conceptual in Elementary Mathematics: Finding Time Every Day" by Sara Curran and Jackie Murawska #3 cakaduk https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2255919724 4.   Three things that Sara and Jackie want teachers to change would be having more student-led teaching, allowing students to think more critically about how to solve the problems, as well as how working in groups can help students learn from each other. They explain how they want teachers to apply more student-based learning into their teaching, and that students will learn to persevere and learn a lot more by doing this.
5.  Two questions I have for discussion are:
a.      How can teachers use more of these strategies in their classroom?
b.     Why do teachers typically use more lecturing strategies than student-led strategies?
J.B.
]]> 2022-08-06 16:50:13 UTC https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2255919724 Differentiation in Math Class by Sara Schaefer cakaduk https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2370321989
●Implications for teachers
○We have to match students ability and challenge level (zone of
proximal development)
○You better have manipulatives or number lines visible in your
classroom if you want students to start thinking about those
strategies.
●Questions
○Why do you think it’s hard for teachers to differentiate?
○What can you do now in a teacher prep program to prepare for
differentiation in your future classroom?
AB]]> 2022-11-04 15:53:47 UTC https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2370321989 How Building a Thinking Classroom Can Make Math Moments by Peter Liljedahl, Jon Orr, and Kyle Pearce smottum01 https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2390613828 Implications for teachers:
- Create tasks with limited information in order to spur curiosity, keep students engaged, and head the right direction (stay on track)
- Give students the opportunity to be a learner (don't tell them what to think, allow them to explore and create ideas and solutions)
- Plan with a purpose and know it won't go perfect 
Questions:
-Would these tasks be the whole lesson?
- How to integrate this way of engagement into lower level grades?
- What do you do to keep students calm or avoid students getting frustrated?
SO]]> 2022-11-19 01:47:18 UTC https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2390613828 Assisting Struggling Students in Math- Ann Elise jennaellyn01 https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2390669611 Implications for teachers:
1. Find out students mathematical dispositions. This helps the educator know how students feel about math and can help them create a more positive math story.
2. Use models when explaining new math concepts. This can be done by using drawings, tables, 10 frames, number lines, etc.
3. Always know the priority standards. For struggling students, educators should use those priority standards as a way to trace back and find those foundational skills that were not yet mastered. When doing this, teachers will know exactly what their students need to work on to meet those priority standards.
Questions:
1.  For students who are below grade level in mathematics, what techniques can you use to help them succeed and understand better? 
2. What are ways you will change your student’s mathematics disposition to be more positive? 
J.B]]> 2022-11-19 04:25:10 UTC https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2390669611 Building Number Sense: Fractions and Decimals by Sarah Schafer https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2391232822 Implications:
1. Show students to create number sense.
2. Show representations of a problem by using manipulatives.
3. Help students visualize a problem when reading it.

Questions:
1. How can you show number sense to your students and have them apply it to their work?

2. What can you do as an educator to help your students make relationships with numbers?

-K.N.

]]> 2022-11-20 05:13:00 UTC https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2391232822 Top 5 Strategies to Provide Learners with Equitable Access to Mathematics Learning- Dr. Jennifer Chang Wathall https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2391755347 Implications for teachers:

  1. Positive learning environment: teacher student relationships 
  2. Embrace productive struggle 
  3. Set high expectations for every learner: growth mindset 
  4. Encourage collaborative learning environment: balance between whole class, small group, individual 
  5. Access to curriculum for all learners

Questions: 
What can you do as an educator to create a positive learning environment?

How can you make curriculum accessible for all students?

EL 
]]> 2022-11-20 23:43:24 UTC https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2391755347 Visual Models and Multilingual Learners by Susan Resnick https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2391942861 Implications: 
  1. Without using visuals, students will not always understand the concept or the point of the concept being taught. 
  2. Multilingual learners will be able to interpret a visual problem much faster than a written one. 
  3. Creating visuals is more meaningful for students then simply giving them the standard algorithm for harder problems. 

Questions: 
  1. As an educator, do you find value in making math more visual? 
  2. For multilingual students specifically, how do you plan to incorporate more math visuals to make the classroom more equitable? 
G.S.
]]> 2022-11-21 03:06:36 UTC https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2391942861 Using Multiple Entry Level Tasks For Fostering Mathematical Reasoning and Sense Making rgarcia1547 https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2392089685 Implication for teachers:
We must take on the role of highlighting important and crucial math thinking, and organizing students' work. We must challenge students and support those who need the extra hand without giving away too much to not eliminate the process of thinking or challenge. While creating equity in the math environment.

Multiple Entry Levels:
Help students see how their peers work and think
Open- Ended Tasks- explaining, justifying their answers, prediction making, etc. 
Open- Middle tasks- one correct answer and many ways to get there. 

You want to make the tasks engaging and make sure students are actively learning and exploring more options. This creates challenges and can be good for group-worthy tasks. Students then explain findings and create valuable lessons and deepen their prior knowledge. 

Questions:
How can we make math more challenging and intriguing for reasoning and sense-making?

How can we incorporate more effective group working skills within math to help peers share their ideas?  

RG]]> 2022-11-21 05:48:25 UTC https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2392089685 Assisting Struggling Students in Math by Ann Elise https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2393165236 Implications for Teachers:
The first implication for classroom teachers in mathematics would be to provide students with multiple ways of understanding a concept so that there is less confusion. All students learn and understand in their own unique ways. It is important that the teacher meets students where their needs are in order to allow them to thrive to their fullest potential. The second implication for class teachers in mathematics would be to ensure that all students have a growth mindset, specifically about math. If students are stuck believing that they are not strong in math, they will not succeed to the fullest potential that they would if they are feeling stronger about their achievements in math. The third implication for class teachers in mathematics is to understand what you are teaching students in order to trace them back to standards. If teachers have a strong understanding of the standards, they will be able to better center their lessons towards what they need for their students to understand.
Questions:
1. How could you as a teacher prepare to fully understand the standards that you will be teaching your students?
2. For students who have fixed mindsets on learning math, how can you help students expand into a growth mindset?
EB


]]> 2022-11-21 20:45:12 UTC https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2393165236 Building Number Sense K-5 by Ann Elise Record https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2398857782 Implications: 
1. The speaker encourages teachers to allow students to work flexibly with numbers.
2. The speaker encourages teachers to not give students algorithms too early because it can hinder them from developing their number sense.
3.The speaker hopes teachers will build safe math communities in their classrooms that allow students to use what to they already know to connect and figure out what they don’t yet know.

Questions:
1. How will being flexible with numbers and developing number sense look in your classroom?
2. Do you think you will incorporate subitizing in your math classroom? What other skills will you use to help students build their number sense?

HG



]]> 2022-11-27 03:55:42 UTC https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2398857782 Building Number Sense K-5 By: Ann Elise Record https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2399637865 3 Implications:
Teachers should be mindful that: 
  1. It is critical we provide students with opportunities for students to construct their own understanding, rather than simply being explicitly told the “math steps” necessary to solve.  
  2. Number sense is just as critical in upper elementary as in lower elementary—there are many activities and strategies to implement for each grade and developmental level.   
  3. We want our students to become flexible thinkers—students should ask themselves what they know about numbers and what they can do with numbers before simply immediately calculating.  
Questions:
  • Do you feel that number sense was prioritized in your own elementary education? What strategies do you recall being taught?  
  • What strategies to foster number sense and flexible thinking have you seen in your field experience classroom? Will you use these strategies in your own classroom? Why or why not?

-ID
 
 
]]> 2022-11-28 04:36:36 UTC https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2399637865 Let's Get our Students Talking... About Math! By Kevin Dykema https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2400905669 Classroom Implications

1. When teaching math, teachers should establish math goals to focus learning. Goals help students understand what they are trying to achieve and allow them to determine their level of comfort with the material. Goals can also guide math talks 

2. Posing purposeful questions will inspire students to think about math inside and outside the classroom and will create curiosity. Math talks are effective when discussing a topic that has several answers and allow students to hear their peers' explanations. 

3. Teachers should help distinguish between procedural and conceptual fluency. The idea of conceptual and procedural fluency is also heavily stressed in lesson plans and class content. Students need to be able to use and understand the steps to complete math problems but also realize how they can be used outside the classroom and in other subjects.

4. Making connections and utilizing use mathematical representations will help students understand that there is more than one way to do math problems. Math talks can revolve around exploring/ discussing different representations and are effective when students can explain their thinking through drawings, equations, etc.


Questions:
 
1. Do you think math talks should be implemented every day? 

2. How can teachers of younger grades inspire students to talk about math? 

3. How can teachers re-engage students when math talks get off-topic or are no longer effective?  

CC]]> 2022-11-28 20:49:51 UTC https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2400905669 Planning Small Group Instruction to Maximize Learning – Christine Michalyshen https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2401050888 implications:
1.     She hopes that teachers will be able to give students for individualized attention and differentiation. 
2.     She wants teachers to focus on all students learning to speak mathematically.
3.     The students will also receive immediate feedback, which helps prevent misconceptions and allow potential for more growth.

Questions:
1.     Do you plan on using small groups to teach math in your classroom?
2.     How will you make small group work effective in your classroom?

JG
]]> 2022-11-29 00:02:54 UTC https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2401050888 Assisting Struggling Students in Math by Ann Elise Record https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2401259488 Implications: 

1. Giving students the option to choose what strategy they want to use and have them know when to use different ones and when they don’t need certain strategies 

2. Showing visually the students the explanation behind a problems answer so they can process and think and understand why 

3. For problem solving avoid relying on key words to decide on an operation, make structure visible to students, and use numbers that are accessible to students (strategic instruction). 

Questions:

1.  Do you think it’s important to connect your interventions in math to the classroom itself?

2. Why is it important for students to be given different strategies and to be able to choose which one they like when solving problems?

TT
]]> 2022-11-29 03:14:43 UTC https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2401259488 Top 5 Strategies to Provide Learners With Equitable Access to Mathematics Learning https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2402623267 Implications: 
1. Hold students to high expectations
2. Students must be challenged at some point to learn and develop problem solving skills, teachers must help students embrace that challenge.
3. Ensure every student can access the curriculum.

Questions:
1. Why is it important to allow for differences in mathematics teaching?
2. How can we ensure that every learner is valued in the math classroom? 
-MS]]> 2022-11-29 21:47:43 UTC https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2402623267 How Building a Thinking Classroom Can Make Math Moments kmhartzheim https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2402635389 Implementations:
- Making math interesting for students is crucial to gain participation and help them make personal connections as they learn
- Planning lessons with intention will allow you to set goals for student learning and it will also communicate your expectations to your students about what they should be learning
- Providing opportunities for consolidation, reflection, and purposeful practice is beneficial for both teachers and students because it allows for the discovery of new approaches and exploring successes and failures

Questions:
1. What kinds of attention-getters can you think of that might be more beneficial than attention gimmicks that should be avoided? Why do you think that attention gimmicks should be avoided and how might they affect student attention throughout the lesson?
2. How might you make math concepts interesting and spark curiosity among your students? 

-KH]]> 2022-11-29 22:04:34 UTC https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2402635389 Sarah Schaefer- Differentiation in Math Class https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2402635876 Three things the presenter wanted to convey are that differentiation does not have to be incredibly time consuming for the teacher, it is meeting students where they’re at, and open problem posing is very helpful in both challenging and supporting students. 
Sarah Schaefer was an elementary teacher for many years and now focuses on education consulting to help teachers in their classrooms. She discussed the topic of differentiation. She defined differentiation as meeting each student where they are at. Differentiation can be done in content (what are the students learning?), process (how students are learning or applying knowledge), and product (a final outcome from a lesson). She also discussed how differentiation was getting all students involved and engaged. She gave an activity called “problem posing”. Problem posing is the highest level of understanding the material. If a student can create their own problem based on pieces that are given, they show they are meeting the goals. An example she gave was a blank addition sentence that looked something like this: _ _ + _ = _ _. 
A two digit number plus a one digit number gives me a two digit number. She also gave another example, same set up, but this time told us the sum was 28 and asked for the other two numbers. She shared how all of the ways of approaching this addition sentence are differentiating. You can provide extra support to some students or challenge others within the same task and it does not have to be incredibly time consuming either. 
KC
]]> 2022-11-29 22:05:15 UTC https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2402635876 Top Five Strategies to Provide Learners with Equitable Access to Mathematics Learning, Dr. Jennifer Chang Wathall tmborecky https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2404470709 The five strategies Dr. Chang Wathall emphasized teachers implement in their classrooms are... 
  1.  Create a positive Learning environment 
  2.  Embrace productive struggles 
  3. Set high expectations for every learner in your class
  4.   Have a collaborative learning environment 
  5.  Allow all learners access to curriculum 

Questions: 

  •  What are some strategies you would implement in your classroom to create an equitable learning environment? 
  • How would you embrace productive struggles? What would you do? 


TB



]]> 2022-12-01 02:02:13 UTC https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2404470709 how building a thinking classroom can make math moments https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2405620721 Implementations
  • Making math interesting for students is really important in the classroom, otherwise they do not participate. Once a student realizes the information is crucial in their lives they find it easier to form personal connections as they learn. 
  • When planning lessons make sure students are able to set and meet obtainable goals. This way a student will not feel overwhelmed if they do not understand something. Also make sure students do take something out of every lesson even if they didn’t get the material make sure they learned at least 1-2 things. 
  • Provide opportunities for reflection and purposeful practice. This way both the student and teacher benefit because it allows discovery and students may be able to use new strategies they learned. In addition, it is important for students to see that falling does not mean the end of be all. It should be a learning experience, so therefore teachers should reassure the student that failing is part of the learning progress.  

Questions 
  1. What would be your first math lesson? What components would you add or think are crucial for students? 
  2. If a student asks ”Why are we learning this? When will we ever use this?” How will you respond in order to spark their interest and curiosity?  
  3. Many think that pre teaching concepts is more harmful towards students because they will not be learning something new but rather reviewing? What are your opinions about this? 
-DR
]]> 2022-12-01 18:58:04 UTC https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2405620721 Assisting struggling students in math by Ann Elise https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2414627912 Implications for teachers
The first implication I would think of for Math teachers is finding out how your students feel about Math in general and why they feel that way. This allows the teacher to give an insight on future references to see where the specific student excels or doesn't do well in. 
Ann Elise focuses on using representations and different models that we've discussed in class ourselves. By doing this she shows different options of strategies that students can use for similar problems. This is beneficial in assisting students in math because it shows there is not just one way to do a problem. The student can find the best strategies that fit for them and make it work as long as they execute well. 
 Questions:
1. As a math teacher, how else can you assure to prep your students to understand concepts that are hard to grasp?
2. What are some ways we can make Math less challenging for these struggling students? 
3. How can we make Math a positive experience and outcome for all students? 
KO]]> 2022-12-08 17:18:02 UTC https://padlet.com/cakaduk/gd7dbj4c6o6ni7be/wish/2414627912