The edWeb Team: Hi everyone, thank you for joining us today! We will be getting started at the top of the hour. If you're not yet a member of the free Implementing Common Core Standards in Math community, you can join at
Pat Kraemer from Maine woods: coming in lound and clear --good begining --- yes they are
Suzanne DeVaney-Wilkes from United States: Hello from Portland, Oregon!
monicaharen: Didn't put in my location, upstate NY Hello
monicaharen: Thank you
Kristina Lee Larson from Plant City Florida: email or facebook
monicaharen: Yes, email for me also
monicaharen: I teach 3rd grade students
Tamara Stewart from United States: Integrated Algebra / Algebra 1
Suzanne DeVaney-Wilkes from United States: 2nd grade :)
Kristina Lee Larson from Plant City Florida: I teach little ones age 14 months to 6 years old in my home. Nationally Accredited
Shaine D Walker from Atlanta Georgia: I am currently teaching some fundamentals classes and algebra at a private college
Pat Kraemer from Maine woods: science k- 4th
Linda Gallagher from NY: LInda Gallagher Hi All - I teach 2nd Grade
Kristina Lee Larson from Plant City Florida: You can view my facebook Children learning through play videos
Dorita Day from Setauket, NY: Hi, I teach 3rd Grade
Stephanie Campanella from New York: Junior high math and science
JeanmarieBisset from Brooklyn: another 2nd grade teacher
Peggy Christensen from Johnston, Iowa: I'm a K-12th grade Science Consultant with my teaching mostly done at the secondary level (mostly grades 8-12)
Peggy Christensen from Johnston, Iowa: Hi
Dorita Day from Setauket, NY: Stephanie, do you have a sister who teaches math?
Stephanie Campanella from New York: no but I have a common last name 2 in my school alone
Lisa Grant from Sacramento: Math Consultant for the state of California
Margaret Bowman from Columbus, OH: Hi, am a middle school math academic decisgner at McGraw-Hill... loking forward to today's webinar
Dorita Day from Setauket, NY: :)
Stacie Kyhn from Central Arizona College: Great Book: Building a Better Teacher. How Teaching Works (and How to Teach It to Everyone)
Penny Wittter from Baltimore, Md.: Good book-"Why IsMath So Hard for Some Children"
Stacie Kyhn from Central Arizona College: Another book: Teach Like a Pirate.
Suzanne Piotrowski from NH: Hello from New Hampshire. We're having rainy weather today
monicaharen: That is an interesting title. Make the students "walk the plank?
Suzanne Piotrowski from NH: Hello from NH. Rainy day today
Laura Chambless from United States: Laura Chambless, Marysville, MI: K-8 Math and Science Consultant - best book I have read this summer: 5 Practices for Orchestrating Productive Task-Based Discussions in Science
Suzanne Piotrowski from NH: LD specialist retired. working on recertification.
Margaret Bowman from Columbus, OH: Anyone back to school yet? My kids have their first day today.
Deb Munis from Ohio: Deb from Ohio reading Off the Clock
Peggy Christensen from Johnston, Iowa: Many schools in centra Iowa are starting this week or next.
Lisa Grant from Sacramento: Getting started on Principles to Action (NCTM)
Candace C from baltimore, md: Hola a todos
Jodie Murphy from Chelmsford, MA: Hello from MA. Book: Designing Groupwork
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ELISABETH RAMOS MELENDEZ from NY: hi
Stacie Kyhn from Central Arizona College: Using it in my Math for Elementary School Teachers.
Stacie Kyhn from Central Arizona College: Just had a discussion about tricks. Have you seen slide, glide and divide for factoring? I really am opposed to it.
SabrenaKlausman from Florida: Trick are ok as long as they can explain why the trick works.
Pat Kraemer from Maine woods: drawing is a good way for younger children
Ann Marie VanSickle from NJ: Do people find value in the word wall at middle school level? Why?
Rosina from usa: Yes, I remember learning how to divide fractions and to flip the fractions to multiply.
Rosina from usa: No, i do not think you need a word wall in middle school
monicaharen: The word argument is hard for younger kids to understand. What synomoyn would you suggest?
Pat Kraemer from Maine woods: in MS word walls help with spelling what they know
Rosina from usa: You can use qr codes to have a digital museum of the students work that demonstrates the use of those words
Shaine D Walker from Atlanta Georgia: i use cases more often
Ann Marie VanSickle from NJ: I like the qr code idea - I am using those for answer keys this year so that would fit in nicely! Thanks!
Stacie Kyhn from Central Arizona College: You can also use a Word Bank on the worksheet or the assignment rather than wall space.
Kelly Payne from SC: How about defend your thoughts?
Rosina from usa: Yes
Jodie Murphy from Chelmsford, MA: I have seen the term accountable talk
SabrenaKlausman from Florida: Building ideas off of each other works well.
Barry Lewis from Portland, ME: Understanding the purpose.
Lisa Grant from Sacramento: critiqueing others' arguements would be tough for little ones
Laura Chambless from United States: Laura Chambless: use claims and evidence
Dorita Day from Setauket, NY: Children need to be able to inference and then draw conclusions
Luann from New Jersey: Is the answer correct? why or why not?
Stacie Kyhn from Central Arizona College: Asking, what was this student thinking? is great when the argument is flawed.
Rosina from usa: google forms
SabrenaKlausman from Florida: using science words is great: evidence
Mary Anne: justify your reasoning
Stacie Kyhn from Central Arizona College: Ask students to reword an argument and move them toward better descriptors.
Carol Kim from Portland, Or: "prove" or "proof"?
Rosina from usa: Sometimes children can solve hard, complex problems, but that have difficulty communicating how they solved in written form.
Rosina from usa: They can explain their work more easily verbally
Rosina from usa: This is so key
Dorita Day from Setauket, NY: Children need to understand when the conditions change, the outcome changes
Rosina from usa: think, pair share
monicaharen: Some students feel the number work is evidence enough.
Rosina from usa: use a whiteboard to demonstrate work
Carol Kim from Portland, Or: I'm assuming that spelling and grammar should not be critiqued in earliest grades... at what point if any should it be part of what is expected?
Sara Delano Moore from Kent, OH:
Kelly Payne from SC: Number work is enough in situations like 2-digit addition: 12 + 23 = 10 + 2 + 20 + 3 = 10 + 20 + 2 + 3 = 30 + 5 = 35. Isn't it?
Sara Delano Moore from Kent, OH:
Ann Marie VanSickle from NJ: @Kelly I think you still need them to add words to even simple situations to get them used to it at a lower grade
Rosina from usa: Very cute, Kristina
Kristina Lee Larson from Plant City Florida: start out by using an open ended question.....tell me about your invention...... tell me about your engineering...... from:
Pat Kraemer from Maine woods: Aims has logic activities -math/science- that provide opportunity to explain the why you think that
Laurie Benaloh from Seattle: re "get them used to it at a lower grade", if it will take them a long time at a younger age and a short time at an older age, is it really worth the time to make them include words?
Rosina from usa: Yes, all of this mathematical and argumentative thinking needs to start at a young age
Rosina from usa: Are their an kinds of elementary examples of thinking prompts to develop argumentative thinking?
Dorita Day from Setauket, NY: Children need to differentiate between strategy use and skills to be able to justify their thinking that lead to the actions taken to solve a problem
Thelma Black from Charlotte NC: Hello from Charlotte
Pat Kraemer from Maine woods: words are needed to understand --you can never have enough words to understannd life
Ann Marie VanSickle from NJ: If we don't have them begin developing these skills at lower grades, when they get to middle school, they don't think explaining should be part of the math class and it is difficult to change the students' mindsets. They just want to "get an answer" and be done.
Rosina from usa: so sure
Rosina from usa: Children do not like to even show their work
Kelly Payne from SC: I agree Ann Marie. If children vocalize at young ages, they can write the math language and explain it in upper grades. Those who haven't practiced explainations will not be able to write the mathematical language.
John Spack from Columbus Ohio: Middle school teacher should pre-assess students then--find out how comfortable they are with argument, so you know where to start
Ann Marie VanSickle from NJ: It is a difficult balance to decide whether to spend more time on a single or few problems with explanations, or, drill in 15 problems
Shaine D Walker from Atlanta Georgia: I have had experience with out of US education for mathematics
Rosina from usa: It is also important to show children multiple ways of doing the same problems
Shaine D Walker from Atlanta Georgia: they will have you sometimes try an example before telling you how to do it
Barry Lewis from Portland, ME: Subtle distinction for kids: persuaded by agreeing with opinions vs convinced by understanding reasoned explanations
Stacie Kyhn from Central Arizona College: The One Problem Method is what is stressed in Building a Better Teacher
Ann Marie VanSickle from NJ: Do they then practice more independently? Thanks for the insight! :)
Rosina from usa: Yes
John Spack from Columbus Ohio: Some students think just telling the computations they used is the same as explaining what they did
monicaharen: That switch has been most difficult for teachers I work with. We need to know how to help students think instead of just repeat what the teacher does.
Rosina from usa: What do you do when students can compute mathematical, but then, the reading of the word problems gets in the way of students being able to solve?
Rosina from usa: Questions are multi-step now
Rosina from usa: This requires lots of thinking and intuition
Rosina from usa: My school uses envision math and there is lots of problem based questions. The children have so much difficulty
Thelma Black from Charlotte NC: I use small group time to model the thinking process in solving multi-step word problems.
Rosina from usa: Yes, I pull small groups. However, oftentimes it is the children below grade level
Thelma Black from Charlotte NC: Yeah!
Rosina from usa: I worry about the higher level students
Rosina from usa: who don't get as much small group help
Ann Marie VanSickle from NJ: I have students act out or put themselves in the scene as they read through the problem.
Rosina from usa: good idea
Thelma Black from Charlotte NC: Technology can also be used to support the higher level students
monicaharen: Yes, I have students talk about the problem before they work with numbers.
Ann Marie VanSickle from NJ: I have my higher level students talk about the problems together. They usually can argue between themselves to figure out the problems.
Kelly Payne from SC: It is key for teachers to understand concepts so they will accept reasoning that is stated differently than the answer given in the curriculum.
Barry Lewis from Portland, ME: +1Ann Marie
Rosina from usa: Often, the higher level students are asked to help the lower functioning students.
Rosina from usa: However, the low students usually don't do any of the talking
Barry Lewis from Portland, ME: 2Rosaina: Do they ever resent that task?
Thelma Black from Charlotte NC: I agree Rosina, that's why my groups are differentiated (High, medium, low)
Rosina from usa: I think word problems get so complex for esl students due to language barriers and it becomes difficult task
Barry Lewis from Portland, ME: @Rosina Yes. ESL changes everything. Culturally relevant tasks.
Suzanne Piotrowski from NH: Rosina this is the same problem with sped. kids
Rosina from usa: yes
Jodie Murphy from Chelmsford, MA: The book I recommended talks about how to teach students to work in groups and how to help students who are ell work in groups. We can be more successful if they can explain to each other.
Dorita Day from Setauket, NY: The Elementsof Scientific Argument can be used for Reading and Writing literacy as well as Math and Science- this thinking is the basis of critical thinking
Laurie Benaloh from Seattle: re higher level students help/explaining to students who need help, if we accept that not everyone is a good teacher, why do we assume that all students are good teachers?
Barry Lewis from Portland, ME: @Jodie Please repeat name of book.
Rosina from usa: so true
Rosina from usa:
Barry Lewis from Portland, ME: Thanks.
Jodie Murphy from Chelmsford, MA: Designing GroupworkStragegies for the heterogeous classroom 3rd edition by Stanford school of education
Rosina from usa:
Jodie Murphy from Chelmsford, MA: Skits
Rosina from usa:
Linda Gallagher from NY: are manipulatives considered tools?
John Spack from Columbus Ohio: Problem sets---how one problem may or may not be similar to another
Stacie Kyhn from Central Arizona College: Desmos is great for looking graphs. They have sliders to investigate.
Rosina from usa: smartboard
Lisa Grant from Sacramento: using spreadsheets to generate lots of evidence or examples
Rosina from usa: i pad apps
Jodie Murphy from Chelmsford, MA: Geogebra for High School
Thelma Black from Charlotte NC: pictoral graphs
Dorita Day from Setauket, NY: Cause and effect
Mary Anne: Geometer's sketchpad
John Spack from Columbus Ohio: What about studying famous arguments, like Zeno's Paradoxes?
Lisa Grant from Sacramento: the word wall could be part of that toolbox
monicaharen: I would love that for younger kids
Rosina from usa: scratch
Thelma Black from Charlotte NC: Toolbox is a good idea
Stacie Kyhn from Central Arizona College: National Math and Science Initiative has great resources from Elementary through high School. They have a few free, but the rest you must attend training. Fanstastic stuff!
Jodie Murphy from Chelmsford, MA: I like to display student work and ask them to find what is wrong and justify why
Rosina from usa: You can use math start reading series
Ann Marie VanSickle from NJ: Great links Rosina
Rosina from usa: This is great for teaching math concept
Dorita Day from Setauket, NY: Students have to think about how their manipulations inform their thinking
Rosina from usa: thanks
Jodie Murphy from Chelmsford, MA: comic strips is also fun - even in high school
Rosina from usa: Minecraft is so cool to use to teach critical thinking in math
Rosina from usa: You can teach area and perimeter
Lisa Grant from Sacramento: Story board would be great for figuring out word problems
Ann Marie VanSickle from NJ: excellent idea with storyboarding
Ann Marie VanSickle from NJ: scale for minecraft also
Rosina from usa: yes
Barry Lewis from Portland, ME: +1 Love the storyborad idea. Words+Images.
Rosina from usa: I googled and it seemed interesting
Stacie Kyhn from Central Arizona College: Thinking Blocks are also great for fractions. Online and for the ipad.
Rosina from usa: I took a scratch class and it was interesting to see how students have to have a working knowledge of coordinates and directionality to create a game
Pat Kraemer from Maine woods: in science learning" what is not the answer"- is not a mistake --we are learning what does not work and we keep going to find out what is the answer we have" elimated wrong answers "
David Downing from Massachusetts: "no" or "know"?
Dorita Day from Setauket, NY: I'd like to learn more about the use of storyboards
Stacie Kyhn from Central Arizona College: Teaching Channel?
John Spack from Columbus Ohio: "No" is what the teacher says tyo herself as she looks at each answer