Make Math Moments Academy › Forums › Full Workshop Reflections › Module 5: Planning Your Problem Based Lessons › Lesson 55: During Moves › Lesson 55: Question
Tagged: @kyle @jon

Lesson 55: Question

Take this time to reflect on your learning from this lesson. How might you use the information presented here in your lessons this week? Post any comments, questions, and reflections here.

A reflection from this lesson is when I have been working with my random groups this past couple of weeks, I have also noticed that certain groups needed more support. I could see that the struggle was beginning to create frustration and if I didn’t step in then they probably would have given up on the task since they couldn’t come up with a strategy. I had to work and keep an eye on these groups even if other groups were asking for help (i.e. how to progress with their strategy, whether their work is correct, what’s the next question). As suggested by Peter Liljedahl, I need to teach students to not rely on me solely but to use other groups to help when they are struggling. Since it so new to my class that I have changed the dynamics of my classroom to a “thinking classroom”, I still need to remind my students that it is ok to look at and question other groups’ strategies.

Great thinking here. And, just by using that strategy, you were able to quickly assess which groups were rolling along and which groups were not progressing.
Asking purposeful questions is so helpful as you circulate the room to help nudge each group along starting from where they are currently at…


“During moves” with in person and remote simultaneously is challenging; getting from one breakout to another in order to encourage and question to avoid frustration is time consuming and glitchy. Tomorrow I am hoping that I can use Jamboard to support the during moves. There is no questions that more dedication to anticipating student representations will prepare me better for the sequencing of the concept and keep me thinking about the big idea

This is definitely a major challenge for remote learning. I was using break out rooms yesterday and the part I struggle with is not having any way of also monitoring what students in other rooms are doing. In a classroom, you can hear background noise and get a sense of who is where …


I’m currently on summer break so I won’t be back in the classroom for 3 more weeks so I am thinking about this question more theoretically. This area is one of the most challenging for me so far because my own Maths skills are not high. I’m a language and Humanities specialist who just scraped through high school Maths (Business Maths, baby!) and did 1 semester on teaching Maths at Uni. And although I’ve been teaching Year 6 and 7 Maths for over 20 years I still don’t feel confident with it and I get easily flustered if I make a mistake or I don’t understand what a student is asking or has done. I am learning to utilise student expertise in my classroom and to be more comfortable with saying I don’t know the answer and luckily my partner is a Physics PhD so I can usually go home and ask him to explain it to me but it makes things hard and it’s hard for me to not fall back on the textbook as being more in my comfort zone! But in another way I guess it’s an advantage – because I think like a Year 7 mathematically, I can usually anticipate what strategies they will try and what questions they will have! But I lack the mathematical language that you guys often use so it’s hard to categorise the strategies. Not sure what the solution is except more preparation! Hence the work over the summer!

Good on you for taking on this learning despite your discomfort with mathematics. Youâ€™re right that coming at it from this angle gives you an advantage and the ability to appreciate the challenges many students are also facing. Once youâ€™ve completed this work, The Concept Holding Your Students Back course will be a great next step as it goes through the roadmap to proportional relationships which is huge in middle grades and beyond! You got this!
