What new strategies or ideas did you learn today that helped you or might help your students solve these types of problems?
53 Comments
Michele Astleford
6/16/2014 07:41:53 am
The concept that I felt was the most helpful is that even though students might not know the formula to find answers, there are other methods to use in order to come up with the same answer.
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Tom Carruthers
6/16/2014 07:42:40 am
Holding students accountable for making sense of the problem and/or another students explanation.
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Ericka Doxsee
6/16/2014 07:43:10 am
I enjoyed the 6 strategies to use to establish standards-based social norms. I need to work on making my explanations clearer and holding the students accountable for asking questions or re-explaining what another student said. I think establishing a comfortable environment is important for students to open up to discussing and solving these types of questions.
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Renae Rausch
6/16/2014 07:44:15 am
I liked working with the hands on manipulatives, then talking in small groups. Sometimes in the classroom, we don't always have time to do all of the things that we want. This just reminded me to use the manipulatives more, for those students who learn better this way.
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Amanda Swaney
6/16/2014 07:44:30 am
I like the idea of holding students accountable for asking questions if they do not understand the concept that is being discussed. I think it is a good tool to help the students whose default answer is "I don't know."
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Janelle
6/16/2014 07:44:45 am
An idea I found helpful was to have students be able to ask a question if they are having difficulty restating a peer's mathematical thinking to a particular problem
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Patti Hancock
6/16/2014 07:45:30 am
Students need to be able to clearly explain the method they used to get their solution and then be able to use that method when new data is given.
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Mandy Lentz
6/16/2014 07:46:42 am
I plan on implementing the KWC chart. I like how it walks the student as well as the teacher through the thinking process. This is a good conversation starter for students who lack the confidence and think they know nothing about the problem. Can't claim I don't know anything!
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Mark Kreie
6/16/2014 07:47:51 am
I really liked the article about establishing SMPs and the strategies that hold the students accountable. The most useful strategy I plan to use is to re-explain what someone has demonstrated and have students ask a question if they can't can't re-explain.
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Ashley B.
6/16/2014 07:48:03 am
The strategies or ideas that I took away from today that might help my students solve these types of problems are the strategies from the article. I thought the idea of staging a safe environment at the beginning of the year by presenting the students with an easier problem to solve would be something I would definitely use. This would allow the students to slowly gain the confidence they need in order to start discussing and presenting harder problems throughout the year.
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Amy
6/16/2014 07:48:49 am
I liked reading the article it had many good ideas, I marked it to go back to re-read before school starts. I also found the KWC chart to be efficient for students to use as a starting point.
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Erin Brinson
6/16/2014 07:49:56 am
I like how the article challenges students to ask questions about what they do not understand. I also learned what the symbol for summation is.
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Jenn D
6/16/2014 07:50:54 am
Holding the student accountable for their learning and understanding. Checking for understanding by having them explain what their peers have said or done. I found the KWC chart to be helpful in solving the problems.
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Leonard Kleinsasser
6/16/2014 07:50:59 am
It gave me a good idea how to group students and start a discussion with the student in order to set up the problem and solve it. Also asking students how they can prove that their answer is true. However, I clearly understand that this is going to be a problem in my setting, because I am teaching in a multi-setting grades 4th to 8th grade with different levels in each grade. Please reply what I could do.
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Tammy Jo :)
6/17/2014 04:59:58 am
Mr. Kleinsasser,
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Gail
6/16/2014 07:51:40 am
The strategy I felt useful was having the student figure out what part of the problem is really the part of the problem that they are struggling with rather than the whole problem. "I do not get any of it?"
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Cheryl
6/16/2014 07:54:06 am
I really like the KWC sheet. I will be using that in the classroom often. Just using the mathematical practices and seeing other ways people solve problems is very beneficial.
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Sandi Byrd
6/16/2014 07:57:49 am
Strategy # 5: Holding students accountable to question what they do not understand was the key one for me. It is important for the student to be able to redirect their thinking and be able to build on their strengths and identify their point of struggle or where they were stuck in their process. Without the accountability for this critical questioning the student will have a gap in their understanding that will be harder to fill later. By taking the time to identify and persevere through the issue when it comes up is a good way to take care of any discourse related to the concept.
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Tammy Jo Schlechter :)
6/16/2014 07:58:25 am
Today, I learned more vocabulary and concept development for the patterns I saw in the table I created. I looked at my "steps" in my table and was able to see the pattern that led to the summation notation discussion. Yay!
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janelle
6/16/2014 12:19:08 pm
you have peaked my interest! What does D.R.A.W. stand for? Thanks
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Tammy Jo :)
6/17/2014 05:04:02 am
D efine/determine the unknown (or what we are trying to figure out)
Jill Seidler
6/16/2014 08:03:08 am
Strategy 1: Students making a plan to the solution. Seeing relationships between past problems and new.
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Barb Christophersen
6/16/2014 08:13:40 am
Today I learned several strategies that will assist my students solve problems with perseverance. I will hold students accountable by stating my expectations early and help them be accountable when explaining and discussing mathematics. I will use questioning techniques that allow the students to think and learn.
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Roxie Harms
6/16/2014 08:22:37 am
I learned some questioning strategies in which to get the student thinking more about their problems. I also like the strategies for social norms in the classroom, and will work on asking students to re-explain what they just heard instead of asking them if they have any questions.
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Kim Doherty
6/16/2014 08:24:04 am
I liked the 6 strategies for establishing social norms. I will be working on my questioning and if the students say they don't have any questions then I will have them re-explain what was previously explained.
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Ann Noyes
6/16/2014 09:00:10 am
I liked using the KWC. I can see it being using as an entry point for many of my students, but also as a good tool to go back and discuss after debriefing an activity. I also liked the article that talked about specific strategies that could be implemented to develop the social norms of the classroom. I especially liked where it talked about that it was the students job to listen...because "You might like their ideas, and you might like their way better. "
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Tammy Jo :)
6/17/2014 06:14:46 am
This reminded me of our training with higher order thinking skills! Hey, Ft. Pierre/Pierre people! ;)
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Kathy Norwick
6/16/2014 09:11:37 am
I found the article, Establishing Standards for Mathematical Practice, informative and a good reminder. I use group work often in my classroom and found that an important part of the article is that we have to teach them to also be accountable for listening and asking questions not just solving the problem.
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Claire Harstad
6/16/2014 09:21:46 am
I found the problem The Tall Tale of Two Texas Ranches fascinating. I loved how our class came up with 5 different strategies to arrive at the solution to the problem. I also found it interesting all the different ways people measured out the obtuse triangle. Some of my classmates used different methods of measurement (spaghetti, name tags) because we were all out of rulers.
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Nancy Purdy
6/16/2014 09:28:20 am
I learned that almost 25 years of not actively teaching or using geometry makes me feel very inadequate when doing the problems. I liked the comments about not letting students get by with saying that they don't get any of the problem that they are working on. They need the confidence to know that they do have some knowledge to draw upon. Drawing the triangle problems out on graph paper was very helpful in seeing the differences in area.
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Rhona Nelson
6/16/2014 09:29:29 am
I liked the idea of using the first two weeks to teach processing and the standards of mathematical practices. Teaching students how to discuss the math is HUGE and I need to make sure that I am holding them all accountable for not just being able to explain their work but also to explain where they are getting stuck and teaching them how to ask questions that will help them get unstuck!
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Diane Way
6/16/2014 09:29:29 am
I became more aware of holding students accountable for listening and understanding each other with questioning on my part. I am looking forward to using this idea in the fall.
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Lyndsay Ingalls
6/16/2014 10:59:00 am
I enjoyed learning about the KWC. It helps the students organize their thoughts as they work through the problem by first starting with what they know and then asking themselves what they need to know to get to the answer. Finally, and probably the most important piece, is that they need to know what the context of the problem is. This, when approached correctly, will help the students identify the unique parts of the problem and will help them relate to and further understand the parameters of the problem.
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Beth Kopfmann
6/16/2014 11:08:32 am
I always enjoy this class because I discover so many things I believe my students would be able to discover. I think it is very important to ask the student what part they don't understand and don't let them get away with saying, "All of it." I also always find the reminder, there is always more then one way to solve it, refreshing.
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Emily Kegley
6/16/2014 11:14:50 am
I really enjoyed reading about the strategy on how to better question your students to increase their understanding. I mentioned in class how I always use the "what questions do you have?" but rarely receive any questions from the group and I liked the twist on letting them know that if there weren't any questions, they could be called on to explain the problem. This way students are held accountable for asking clarifying questions.
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Michelle Moeding
6/16/2014 11:44:29 am
I liked when we went over asking students to show how they found their answer. I feel when they explain it as well as showing it, it shows true understanding. Also when a student explains it, their explanation might reach their classmates better. I need to work on how best to ask the questions.
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Keith
6/16/2014 11:45:12 am
I do not know that this was new to me, but I was reminded that a lot of the math we do in the middle school involves looking at problems and using the tools we already have to solve these problems. The checkerboard activity reminded me that we all are at a different place and that using manipulatives may help some, looking for mathematical patterns may work for others, and thinking abstractly and solving using a formula or algebra is useful for others. There is more than one way to skin a cat.
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Beth Hills
6/16/2014 11:58:18 am
I really liked the KWC chart. I am trying to teach the students to write about math and that is the perfect starting point. I also need to work on getting the students to talk about the things they do understand and not accepting "I don't get it" as a response.
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Becky Larson
6/16/2014 12:04:27 pm
I really liked the KWC chart. I feel that this chart helps students break down problems. I use this in a way already, discussing with them, what do you know and what do you need to know. However this chart takes it a step farther, incorporating the importance of the special conditions. Again, I am reminded that language arts teachers are not the only teachers that should be teaching kids how to read...it is every teacher's job!
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Amanda Chada
6/16/2014 12:13:33 pm
I appreciated digging deeper into the Standards for Mathematical Practice. The Summary and Questions sheet as well as the rubrics for assessing students' use of these standards will be incredibly helpful tools.
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Nichole Hoffman
6/16/2014 12:13:39 pm
I love the concept of having the students use what they already know to figure out the answer (the more approaches, the better!) and then extend that knowledge to FIGURE OUT the formula. It actually means something to them then, rather than just being one more thing to memorize.
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Dodie Schlueter
6/16/2014 12:15:32 pm
I really like the reinforcement that even though we are teaching math, it is important to stress reading and literacy. Students need to read the whole problem versus using key words to determine an operation to use. They need to use a tool like the KWC chart or scan to prepare their brain for what they are going to be thinking about; accessing prior knowledge and questions. I loved the chart on p. 36 to help students connect the math to self, world, and other math! I look forward to trying that!
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Sara S.
6/16/2014 12:35:08 pm
I liked the idea of holding the students accountable for learning and listening to myself and their peers. I am going to ask more questions to get a better understanding of where the students are with a concepts (the same students will not be called one every time). Also, I liked the idea of asking another student to repeat what was just said by either myself or another classmate.
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The Other Ashley
6/16/2014 01:02:55 pm
The KWC chart and the article Establishing Standards for Mathematical Practice, as well as the video on rate gave me ideas for establishing a strong classroom culture with an emphasis on problem-solving and collaborative learning. No Opt Out is a strategy from Teach Like a Champion by Doug Lemov; it's reaffirming to see it appear in this class, as well.
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Tanya Dargatz
6/16/2014 01:19:19 pm
I appreciated the videos today. I was able to reflect on my own teaching experiences and I was made aware that more students need to be able to re-state the main concept being taught in their own words. I liked the strategy of having the student ask a question to the student that first taught their version of the concept in order to gain understanding of the concept taught. The goal would of course be to have that student reach the point in being able to communicate their ideas to the class with understanding of the concept.
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Erin Oxford
6/16/2014 01:20:15 pm
I felt the video was a great tool to get us talking about our classroom expectations. It shows how important setting up our environment is for all of the students and how much they can really come to the conclusion without our intervention. I always feel the need to help someone who is stuck explain their thinking, but then they won't come to the conclusion on their own... if I give them time their classmates will practice that too giving them a chance to defend their own thinking...right or wrong.
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Joe Moran
6/16/2014 01:24:12 pm
During the reading, I found the parts that I don't do to be more eye opening than anything else. The aspect of asking Ss to clarify or explain other Ss work was an eye opener. I find myself doing most of the tying together and analyzing, but the idea of having Ss make the connections is one I want to incorporate into my classroom more often this up coming year. This will help my Ss make more connections and find their own conceptual understanding.
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Kira Wannebo
6/16/2014 01:28:24 pm
The idea of having a student ask a question when they do not understand a concept allows more clarification into their needs. They are forced into self-evaluating what they truly do not understand versus just getting the answer. I like how students are using their minds more to create meaning out of their disequilibrium.
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Robin Johnson
6/16/2014 01:38:19 pm
I really liked the NCTM article we read. I really want to get better at having active listeners in the class and holding them accountable to that listening. I also liked that we picked apart 2 of the standards today. I can see where students would like to give up and stop persevering with problems. I'm glad we talked about some things that might help students keep persevering.
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Dan S
6/16/2014 01:59:54 pm
I found the rubric that begins the process of breaking down the standards into understandable terms to be a very effective tool that I could use as an educator to asses my students conceptual understanding.
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K. Kaye Stancill
6/16/2014 02:14:50 pm
I liked the student lead questioning, now I just need to find a way to help students become better at questioning. (More modeling what it looks like.) What to do if a student can not repeat another students thinking...I liked the taking the problem piece by piece for understanding and will use this questioning next year.
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Lucy Atwood
6/17/2014 12:40:08 am
Thank you all for your positive responses. It really helps us to know that you found some of yesterday helpful. Please make sure to follow up with questions from here if they are not answered in the next day or two.
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Rebecca Myers
6/17/2014 12:12:34 pm
The big ideas that I walked away from in class today were, holding students accountable for asking questions if they were unclear on what their peers had explained. Many times I ask if there are any questions, rather than asking other students to restate what was said and to make sense of all of the math before moving on. This is definitely a strategy that I plan on implementing next year into my classroom. I also liked the KWC charts and will use these when I want students to really slow down and read what the problems are asking so that they don't get hung up by vocabulary or trick problems.
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