Yonkers Summer Meeting #1 by katie https://padlet.com/kgn2109/tbc52u0ekjn Share something you think is going well in your project and something that you would like to improve. en-us 2018-07-20 14:00:10 UTC 2025-09-25 10:42:00 UTC hello@padlet.com 3rd Grade https://padlet.com/kgn2109/tbc52u0ekjn/wish/270707420 GLOW: The students are super invested and excited. They are thrilled to be giving a gift to the camp. They are thinking a lot about what it means to be an inclusive community.

GROW: 
Q:"What do mathematicians do?" 
A: They fill out worksheets and solve word problems.

Students are struggling to see that math is more than a worksheet. I really would love to add a cooking day to emphasize math in the real world. ]]> 2018-07-20 14:11:35 UTC https://padlet.com/kgn2109/tbc52u0ekjn/wish/270707420 2nd grade rociocondef https://padlet.com/kgn2109/tbc52u0ekjn/wish/270707430 Glow: Students are using Engineering Language: What is the problem? Why do we need to plan? What  does it mean to Design? What is a blueprint, a prototype or a model?
Students understand the concepts of standard and non standard measurement. 
Students are working collaboratively in their designs 
Students are applying real world math to solve problems.
Students are engaged and enjoying their project.
Grow: Teachers need more support to implement centers in the classroom. It is challenging for the teachers to do sprints, problems of the day and invest a good amount of time in the project daily.
]]> 2018-07-20 14:11:42 UTC https://padlet.com/kgn2109/tbc52u0ekjn/wish/270707430 5th Grade mgc2156_1 https://padlet.com/kgn2109/tbc52u0ekjn/wish/270707547 Glow: Students are fully engaged in the projects! The teachers are also embracing their enthusiasm, and some teachers are allowing them to start building early so that students can start to discover ways to improve their designs earlier.
Grow: The math content is more "icing on the cake" than integral to the project itself. In a future version, the content should be necessary for the design rather than interchangeable with any other content.]]> 2018-07-20 14:13:45 UTC https://padlet.com/kgn2109/tbc52u0ekjn/wish/270707547 4th Grade (Sean) https://padlet.com/kgn2109/tbc52u0ekjn/wish/270707590 Glow: Students seem to be engaged and excited throughout the project.  Teachers are also happy with the design of the project.  It was exciting to hear the teachers' thoughts on the math stations. The math stations were a great way to see students thinking.

Grow: Given that there were fewer coaches, there were fewer opportunities for students to participate in hands-on STEM Challenges. Teachers did come up with a few on their own, but it may have been beneficial for these challenges to be available in advance so we could have decided as a team.

The project can be improved by incorporating a more tangible build component to supplement/complement the final product.]]> 2018-07-20 14:14:30 UTC https://padlet.com/kgn2109/tbc52u0ekjn/wish/270707590 4th Grade (Melanie) https://padlet.com/kgn2109/tbc52u0ekjn/wish/270707678 Glow: Teachers are bought into the process of the project and seem to be implementing the STEAM aspects in effective ways with students. Students are engaged in the math they are doing, and thus strengthening the depth of their mathematical conceptual understandings through both the project and the sprints/POTD.

Grow: Teachers need a "prototype" or model of the project so they fully understand what is expected.  There are a lot of steps to the project and a lot of freedom for what the end product would be, but it took a while for the teachers to fully grasp the concept and expectations. 

]]> 2018-07-20 14:15:58 UTC https://padlet.com/kgn2109/tbc52u0ekjn/wish/270707678 First Grade https://padlet.com/kgn2109/tbc52u0ekjn/wish/270707689 Goals for students
There are three major goals that we would like to reach for this project, i) get students understand the Engineering Design process, and be able to use the key words to describe, such as length, system and measure; ii) develop students perseverance skills to be able to work on the problems consistently, no easy give up; iii) develop students' math skills in counting and measurement, e.g chanting the number beyond 60, 70, 80, and use 10 and 20 as a unit to make the table for 120 people. 

Also, we continued to improve and work with teachers collaborative to understand students language and math skills, to model how to give the accountable talk to the students, to give the descriptive feedback to the project. Each day, the teachers will have a one page handout to have the recommended language to explain the engineering design process. One teacher use the night show approach to do the closure and encourage the students share what they have learned during the day. ]]> 2018-07-20 14:16:15 UTC https://padlet.com/kgn2109/tbc52u0ekjn/wish/270707689 First Grade https://padlet.com/kgn2109/tbc52u0ekjn/wish/270707975 I think the teachers are following the UBD well as a guide line for developing the math activities that relate to the math standards. I like discovering how they introduce the concepts in different ways. Yesterday one teachers introduction with a chart was transferred to the other two teachers who welcomed her method/system/strategy.
The big challenge for the teachers is that they discovered yesterday that the TABLES document revealed that reciting numbers to 120 did not mean they understood how to count tables of ten to 120. It was an amazing formative assessment for first grade teachers and students.]]> 2018-07-20 14:21:24 UTC https://padlet.com/kgn2109/tbc52u0ekjn/wish/270707975