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Chapter 7 – Option 1 (Reflection)

03/05/2019 8:06 AM | Karen Campe

This chapter is chock-full of suggestions and strategies for implementing the routines in your teaching.  Comment on a piece of the advice that resonated with you.

Comments

  • 03/06/2019 1:34 PM | Cortni Muir
    I think the thing that resonates with me the most is "Do the Math". This is something I always try to stress to teachers when they are in the planning process for math. Without doing the math, it is hard to anticipate student thinking and possible student pitfalls/misconceptions. This also helps shift our thinking and in turn student thinking to focus not on answer getting but on the process and thinking about the actual math they are doing.
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    • 03/11/2019 2:42 PM | Karen Campe
      I agree 100%. I suggest not only doing the math yourself, but also trying to generate more than one way to do it, because students will likely produce multiple strategies. I've had success partnering with a colleague to help generate more possible solution pathways.

      And... in the moment when a student suggests an unfamiliar method (whether it seems right or wrong), welcome that unique contribution! Be willing to say, "I have to check that out, I will get back to you" if needed, but try to value a variety of methods. [Try not to send the message that the teacher's method is the only "right" way.]
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      • 03/11/2019 4:20 PM | Cindy Noftle
        Always good advice to encourage multiple strategies to solving a problem. I let students offer up their methods so that they can boost their confidence and also to perhaps help another student recognize how to solve the problem in a different way.
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  • 03/07/2019 8:29 AM | Dave Johnston
    I appreciate the lists of "pitfalls" and "recommendations." I think one of the most helpful warnings is the reminder that students (and teachers) are used to discussing solutions, not discussing thinking. Many of our math classroom absolutely have a culture that focuses and answers, and we will fight this culture as we begin focusing on reasoning. (Richard Skemp addresses this in his "Relational Understanding and Instrumental Understanding," when he describes the frustration that will result from a mis-match when a student is solely interested in procedural understanding but a teacher is trying to develop conceptual understanding... so this challenge has existed for at least 43 years!)
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    • 03/11/2019 2:45 PM | Karen Campe
      Dave,
      It can be a challenge to have a classroom norm valuing THINKING in addition to SOLUTIONS when students are not accustomed to that. Articulating that goal explicitly is a good first step.
      Karen
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  • 03/09/2019 10:57 AM | Michele DeMaino
    The piece of advice that resonated with me was on page 172, "We've argued that enacting the routines, with fidelity, on a regular basis will result in students developing three distinct avenues of mathematical thinking. And that this results in tenacious math doers, students who can persevere in their mathematical problem solving." I feel like the more I incorporate these routines I am hoping students can develop their deep thinking so they can be independent problem solvers. I also like how the routines fit in with our normal math content and textbook. We can use some of the sample problems that are given but we can also use current problems and develop them into one of the routines. We just need to remember to incorporate the routines in at the appropriate times as we always feel pressured with the time and pace of our curriculum.
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    • 03/20/2019 10:00 AM | Michele Hanly
      I agree with you that the time and pace of the curriculum is very challenging. As a past classroom teacher and now a math tutor I see how easy it is for some students to miss (for many different reasons) some key math concepts. However, I think the time spent incorporating these routines is a good investment toward having them become independent problem solvers.
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      • 07/12/2019 1:09 AM | Alexis Keenan
        Chapter seven has some of option on this that was going to reflection among all these parts that was good to read. The policies that have work on these you can get from https://www.australian-writings.org/ it has all list that was upload among some of the formats that was good to read along all aspection.
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  • 03/10/2019 8:27 PM | Allison Day
    As an elementary math coach, I would recommend reading this chapter first before teaching the routines because I found the suggestions rich and give you insight into challenges you may encounter. I also think it's powerful and helpful to collaborate and work through a routine with a team of teachers.

    One important idea that resonated with me is getting students to share their mathematical thinking that lead to their approach of the problem instead of sharing the answer. Students are so focused on getting the answer and moving on quickly so this may be uncomfortable for them at first. It'll be important to prepare questions ahead of time that guide the discussion knowing that this may be encountered. I think the sentence frames are very helpful for students and give them a place to begin when describing their thinking. Students often liked using the sentence frames during typical lessons that are outside of the routines. I liked the suggestion about acknowledging the answer if students point that out and then directing the conversation back to the thinking. This is validating for students but reminds them of what their task was. I also liked the idea of providing a rationale for why students are engaging in the routines and describing their thinking. Knowing this, they may find the work more engaging, valuable, and transformative.
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    • 03/11/2019 2:48 PM | Karen Campe
      Allison,
      I agree, this chapter is very helpful before implementing. And a collaborative team is a great resource & support for any changes we try to make in our teaching practice.

      You list some very important points and good suggestions about keeping student focus on Thinking, thank you.

      Karen
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    • 03/12/2019 2:23 PM | Anonymous member (Administrator)
      I like that suggestion. I am also an elementary math coach and want to from some professional learning around this book next year. I think starting with the last chapter might be a great strategy!
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  • 03/11/2019 4:18 PM | jCindy Noftle
    After going through the Three Reads with my classes, I decided that it best suited my needs. In Algebra 2 there are many application problems and I was finding that my students were not completing them. They were willing to do the skills problem but once they encountered the application problems, they just didnt want to put the effort in. So now every day I am working through each application problem by using the three reads routine. The students are getting better at identifying the important information, they are defining the variables and using the correct formulas. They are still hesitant to admit when they don't know the meaning of a word or two or when they dont know if the answer is reasonable. I am working on each step equally so that they realize how important it is to understand the problem and what is being asked before they rush in to try and solve the problem. The plan is to have students come up with some reasonable applications on their own and see how their classmates will solve them. I would like to use the student problems as a review for an assessment or even just a formative assessment. i have strayed from the prompts and will try to put them back in more often.
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    • 03/11/2019 8:25 PM | Marianne Springer
      Cindy, the 3 reads for rational expressions in Algebra 2 that you shared with me went well with my classes too. There were some good discussions that involved being precise in how the quantities were related to one another. It took an entire 45 minute class period to work through one problem with the classes of 24 and 29 students though. We hadn't yet covered the math involved in simplifying the expression, so part of the time was dedicated to that learning. While many students stayed engaged, some of the stronger learners moved forward with writing solutions instead of staying with the flow of the routine.
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      • 03/22/2019 12:06 PM | Cindy noftle
        i am glad to hear that it went well too. i have been using the vocabulary from the routine each time we encounter a word problem. it seems to be helping students access the information better.
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  • 03/11/2019 9:54 PM | Sarah Giaquinta
    One small, but very helpful!! hint for me was to make sure that the independent think time doesn't last too long. Looking back, when I implemented some of these routines, I made that portion too long. In my head, I was thinking that I wanted to leave ample time for each student to get their thoughts down before their partner started talking and they lost their train of thought. I didn't think about the other side of that, that you don't want them to be able to solve the whole problem silently. You just want to give them time to think so they can have a productive discussion. This will help them have more to talk about with their partner, and hopefully help them move towards being less reliant on me and more reliant on themselves and their partner work!
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    • 03/19/2019 1:40 PM | Amy Lucenta
      Sarah,
      This is so true, and you articulated the balance very clearly.
      The tricky part is that the amount of time for ITT is variable - that is, it changes with the task at hand and the students in front of you. Eventually, reading the room becomes second nature!
      Best,
      Amy
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  • 03/19/2019 3:12 PM | Jill D'Amico
    This chapter was certainly chock-full of suggestions and strategies for implementing the routines in my teaching and it was certainly my favorite of all (although I really enjoyed the entire book). One piece of advice that resonated with me was "What Is It/What Is It Not" format of the chapter as well as the Student Role/Teacher Role. I think this format of a visual is SIMPLE and QUICK and CLEAR...just what my teachers need. Together with my colleagues we have used this model to develop our own visual for our teachers in regards to Number Talks which is a routine that ALL of my K-5 teachers have taken on this year.
    Through this work with Number Talks I have also encouraged my teachers to "do the math" which has been VERY powerful for them to begin to think about some of the strategies that students may use during the number talk. Many teachers think about the common strategies that are used and occasionally we have that amazing teaching moment when a students shares a strategy that we didn't even think of!
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  • 03/20/2019 9:45 AM | Michele Hanly
    I found the "Parting Words of Encouragement" in chapter 7 to hold a key response that I hope to use more often. "How did you get your answer?" vs "What answer did you get?". While time is often limited I need to make sure that my students understand that there can be several ways to solve a problem and encourage them to know which one they are choosing. Sometimes, I compare solving a math problem to hiking up a mountain where there is more than one route up to the top.
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