I do agree that 2 in a group was always the most productive way in first grade to promote staying on task and learning reciprocal learning if you don't over think who is with who.
Why am I enjoying this so much, no clue but my thoughts so far are the "low floor/high ceiling" thinking did happen organically as I went through the curriculum (Envisions like you). I have seen it happen for you as well in your videos. I definitely agree that mimicking and repetion are the building blocks for deeper thinking as we ask questions and let them share.
I student taught with BTC and plan to use it in my classroom this upcoming year! Watching this whole strategy in action is truly insane (in the coolest/best way)!!
We were required to use STEM terms in at least 3 math lessons last year. Also, I do agree that giving them jobs in groups is counter productive. Again, putting groups close to each other that needed the most help just happened naturally for me because it was the only way I could get to everyone. I definitely would never have had space for verticle surfaces unless I took a group to the small group table and let them work on my easel.
Curious if you've had any experience with Bridges in Mathematics curriculum? It seems to utilize a lot of the ideas in this book and has truly been transformative for teaching and learning in our district. I was taught GRR model was the way to go in college but having taught Bridges for 5 years, I'm 100% sold! I call it magic math because I'll give my kids an assessment or task that I didn't feel like I taught well or at all and they can do it because they can apply skills and thinking to new situations. Might be interesting to see if you can get your hands on a few lessons, I'll definitely be picking up this book! :)
This all reminds me of the "thinking backwards strategy" we were taught years ago and which also happened organically in my lessons. Nothing new under the sun I suppose.
I have used books called: Mindset Mathematics , Visualizing and Investigating Big Ideas: By Jo Boaler Jen Munson. Cathy Williams...there are books for each grade. Jo Boaler materials are excellent. All the activities are high level thinking. I was going to try and send you a link but I don't think that is possible in the comments. Second book I have used is : Teaching Student-Centered Mathematics Volume 1 for grades Prek to 2. Developmentally Appropriate Instruction by John A. Van de Walle I keep thinking there aren't any other teachers doing all this school stuff over the summer,,,and then here you are learning about teaching....I have been working all summer to organize, learn and change ways of teaching and a lot of things that I'm going to try I have learned from your youtube videos.
I just got done reading the section "Students Not Thinking" and every "good" teacher is doing exactly what they were taught in their credentialing program...Direct instruction. The "I do, we do, you do" format. This strategy is still encouraged in the classrooms. I'm curious to see how Liljedahl structures a lesson.
I have been listening to the audio book and he makes a lot of interesting points and gives ideas to try. I don't agree with him when it comes to note taking.
I do agree that 2 in a group was always the most productive way in first grade to promote staying on task and learning reciprocal learning if you don't over think who is with who.
Tesla’s faces in the background were cracking me up 😂
Why am I enjoying this so much, no clue but my thoughts so far are the "low floor/high ceiling" thinking did happen organically as I went through the curriculum (Envisions like you). I have seen it happen for you as well in your videos. I definitely agree that mimicking and repetion are the building blocks for deeper thinking as we ask questions and let them share.
I student taught with BTC and plan to use it in my classroom this upcoming year! Watching this whole strategy in action is truly insane (in the coolest/best way)!!
I just started reading this book recently, I am definitely looking forward to trying some things/switching things up
this year!
same ☝
We were required to use STEM terms in at least 3 math lessons last year. Also, I do agree that giving them jobs in groups is counter productive. Again, putting groups close to each other that needed the most help just happened naturally for me because it was the only way I could get to everyone. I definitely would never have had space for verticle surfaces unless I took a group to the small group table and let them work on my easel.
Curious if you've had any experience with Bridges in Mathematics curriculum? It seems to utilize a lot of the ideas in this book and has truly been transformative for teaching and learning in our district. I was taught GRR model was the way to go in college but having taught Bridges for 5 years, I'm 100% sold! I call it magic math because I'll give my kids an assessment or task that I didn't feel like I taught well or at all and they can do it because they can apply skills and thinking to new situations. Might be interesting to see if you can get your hands on a few lessons, I'll definitely be picking up this book! :)
@@melissagates9480 no I haven't! But wow am I interested!
This all reminds me of the "thinking backwards strategy" we were taught years ago and which also happened organically in my lessons. Nothing new under the sun I suppose.
Would you be able to use the windows as a vertical surface?
@@mylenelagace8424 no but good thought!
I have used books called: Mindset Mathematics , Visualizing and Investigating Big Ideas: By Jo Boaler Jen Munson. Cathy Williams...there are books for each grade. Jo Boaler materials are excellent. All the activities are high level thinking. I was going to try and send you a link but I don't think that is possible in the comments.
Second book I have used is : Teaching Student-Centered Mathematics Volume 1 for grades Prek to 2. Developmentally Appropriate Instruction by John A. Van de Walle
I keep thinking there aren't any other teachers doing all this school stuff over the summer,,,and then here you are learning about teaching....I have been working all summer to organize, learn and change ways of teaching and a lot of things that I'm going to try I have learned from your youtube videos.
I just got done reading the section "Students Not Thinking" and every "good" teacher is doing exactly what they were taught in their credentialing program...Direct instruction. The "I do, we do, you do" format. This strategy is still encouraged in the classrooms. I'm curious to see how Liljedahl structures a lesson.
Reading on, I guess this is the institutional norms he is talking about.
knowledge mobility is a STEM crossover term from computer science.
I saw 12 small, table top, double sided white boards on TEMU for pretty cheep. My price was 6.78 but idk
I have been listening to the audio book and he makes a lot of interesting points and gives ideas to try. I don't agree with him when it comes to note taking.