Dawn Oliver
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I donâ€™t really have any new take always from this video, except I wish I saw the webinar live.

Great review of the Before, During and After moves; and all the resources for online teaching. You guys should make some How To guides on how to implement al these resources. Thanks for all the resources.
One thing I struggle with is making videos using QuickTime on my work Mac book. I always make mistakes and have to redo the videos. It takes so much time. Do you know of other video platforms that are better or does it just take practice?

I have learned about some very useful resources for teaching online. I have used a few of them: Google Docs and Slides, and presented through Google Meets; Flipgrid, Nearpod, Desmos and PearDeck. I have also used Edpuzzle, it is a good resource for adding questions during a video. I will have to explore some more and get better at implementing these resources. There are so many things out there to use it can be a little overwhelming.

Knowledgehook Snapshots is very cool. Seams very similar to something else I have used in the classroom (canâ€™t remember the name of the app). It may bring in some ownership to the learning and creativity. Are you able to make submissions anonymous if kids are shy?

Even though the concepts have been covered by the earlier part, I did get a new take away. I donâ€™t remember hearing about the Search Engine that comes along with Making Math Moments that Matter. That is cool. I plan to try it next time I am searching for ideas. I have spent a lot of time searching on the internet and just feeling frustrated because I just keep getting Teachers Pay Teachers (which I love) but donâ€™t always want to use or pay for them. Thanks for taking the time to put the search engine together. That must have taken some time.

My new take away from this video is to make the environment online less threatening. I have had students who will only text in meetings. They will not show their face. So I have had to adapt my communication and ways to teach through the chat and showing my screen. I like the idea of having a live class if enough kids show up. This gives me some hope that I can perhaps start small and do a Notice and Wonder to engage students, and hopefully the numbers of people showing up to the meet will increase. I also want to implement the Braining Camp Manipulative’s more.

I mostly teach distance learning currently, so I am very interested in ways I can improve teaching on the computer.

I have truly enjoyed this program. I like your guys enthusiasm, it is contagious. I have gained more confidence in making more thoughtful learning opportunities for my students. I believe I said I wanted my students to remember me as a fun teacher and someone who makes them want to be engaged in learning in the next five years. I think I have made some progress, but there is always room to grow. I look forward to trying all the techniques in the 6 modules and mastering them.

I am not sure how my district uses assessments to evaluate students for the regular school day. I am lucky to have the option to choose how to assess my students for credit recovery. Recently I have been teaching a topic 1 to 2 days, and then they have a short assessment. I would then have a short final assessment at the end of a unit. I may try using the standards based grading this quarter or next year. I have used some standards based grading in the past, and like it for the most part. I like that the students can retake or reassess just a part of a quiz or standard instead of retaking the entire test. I also like how standards based grading can show a growth perspective to students. I am not sure if I agree on the eliminating reviews or study guides. I feel as a student, when I would create my own study guide or cheat sheet it helped me immensely. Although, I was definitely a test crammer, but not for math. It is hard to cram for a math test. You really just need to practice each kind of problem or concept. I think giving Cumulative Tests would cause even more cramming unless you were given the opportunity to master standards you failed previously. I think review days could be eliminated by doing multiple representations of the content or giving an assessment that covers many concepts in like a small number of problems. I agree with shorter more frequent assessments with less concepts is the best practice. I try to be thoughtful about grading comments to help students learn from their mistakes. I also give them feedback, without out a grade to promote more learning.

I have noticed in some textbooks that we use in my district, that they help you spiral content for homework and for state test practice. We also do math reviews everyday that focus on some of the basic content kids need to know to graduate. Since I already know how to implement some spiraling, I am going to try to spiral 1 concept throughout all the units that can be related or use tasks with multiple connections to incorporate more concepts in one place, since I teach credit recovery.
 This reply was modified 3 months, 3 weeks ago by Dawn Oliver.

I want to see if I am understanding: A method of spiraling can be a Weekly Checkin and then working on mastering a previous concept?
And
Curious if you still get some students standing up by the door at the end using the breakdown in the bar charts in this lessons video? It just seems like with many of the students in my school, that they have had so much trauma, that they struggle to get excited about learning. I hope learning these methods can spark more excitement into kids who struggle emotionally and have major trauma.

I really like the idea of the Weekly Check In and then using the rest of the time to independently master a skill previously worked on in class using the feedback from the teacher.

I am excited to learn how to spiral content, but it will be a challenge when I teach parttime credit recovery. I will definitely try to incorporate spiraling content as much as possible. Some questions:
How much info. Do you spiral? Is every target or standard we teach to be spiraled? Is the spiraling less effective if done by quarter? semester? yearly? several years in a row?

My plan:
A – Attention: find a video or image that represents a system of equations that is relatable to the class. For example: a budgeting question for a party with pizzas and donuts.
You have a budget of $125 for a party. You are responsible for buying pizza and donuts. Each pizza costs $9 and a dozen of donuts cost $5. Which would be best with your budget: Twice as many pizzas per donut? Or Twice as many donuts per pizza?
G – Generate: Hopefully this situation will ignite some discussion and/or arguments about which option would be better to have twice as more than the other item.
E – Emotions: I think the emotions would be high, because the problem is relatable, and most people love donuts or pizza and possibly both like I do. This will hopefully help them remember this problem in their memory.
S – Spacing: The topic of Systems of Equations could be taught over a few weeks and extended to Systems of Inequalities.

I was teaching credit recovery first quarter and was to teach Rational Exponents then Exponential growth and Decay. To some degree this works, but it can also be very confusing with the square roots when converting expressions with rational exponents to square roots. Perhaps I am missing something here, but this was my experience.

I am on a couple week break before classes start again for credit recovery. This lesson of the course is helping me plan for the first lesson of the unit I will teach during credit recovery. I liked the Anticipatory Template. I think it really made me think about how to anticipate what types of answers students would find and possible mistakes they could make solving these types of problems. I donâ€™t always know the students I am teaching, so it can be hard to anticipate what they already known or if it will be necessary to do some reteaching or scaffolding before the lesson. I can use this approach for the students I do know from past classes.



The next unit I am teaching will be Graphing Systems of Equations. It is important to know what our studentsâ€™ abilities are before teaching the unit because we need to know what prior knowledge they will need or they have. Students will need to know many things before graphing systems of equations. They will need to know how to use the coordinate grid, graph lines, how to use substitution and elimination, how to find x and y intercepts manipulating the equations or using a graph. So many students in my classes have gaps in their learning, so this can be very challenging. I like the idea of spiraling lessons and want to incorporate that method more in my teaching.
 This reply was modified 3 months, 3 weeks ago by Dawn Oliver.

I will find a picture of something, like the donut box and donuts, to illustrate a factoring problem. I will use the methods to fade the concrete idea of the problem to an abstract, symbolic representation. I will try to ignite some curiosity instead of just teaching the regular way. I think I will use the American Flag or another flag.
 This reply was modified 5 months, 2 weeks ago by Dawn Oliver.

I was taught to memorize math facts along with other things in school. When I am in a classroom with kids that donâ€™t know math facts I find it hard for myself to find ways to help them remember without memorization. Sometimes i learn new ways from the students. Songs are a good way to learn things, like the alphabet, etc. This is an area I am trying to improve on to teach math conceptually.
I am also curious if there will be more talk in this module of the Counting Principles.

I used concrete manipulatives with students to help them sort things by color or shape. These are students who are special ed, and are probably at a kindergarten level. I used manipulatives that have Velcro on each piece to match colors and shapes with appropriate piece. I have also used other objects, such as colored shapes (like erasers) that can be sorted by color or type of shape.

I like that most of the examples you guys use in the lessons come from everyday life. What a creative way to illustrate circumference of a circle. It would be fun to let the kids come up with their own models, maybe using tiles and paper circles of different sizes or even finding a circular shape in their homes to model the same thing. I love this idea.

I agree, actual manipulatives are so important for learners, especially visual and tactile learners that need to see and feel for learning. I have recently purchased multiplication table Pop Itâ€™s and Hundreds board Pop Itâ€™s for some special education kiddos. Some of them really like them to use for learning or as a fidget. The main challenge in using manipulatives in how to incorporate them for online learning. I mostly teach online credit recovery. I will just need to provide them for the students somehow or use the online manipulative link you provided. I could also make a video showing manipulatives.

It always amazes me how a simple pattern can be represented mathematically. I could definitely use this type of model to teach polynomials. I could use an example like this for a Notice and Wonder, so it will lead into a lesson on how to multiply polynomials or come up with factors for a polynomial. This model could also be used in Geometry to teach composite figures and areas.
 This reply was modified 5 months, 2 weeks ago by Dawn Oliver.

I have attached an image of my example.

I have incorporated a few lessons that have produced productive struggle. It is fun to watch the students work through it. I saw someone elseâ€™s response and they mentioned the Math Fights. I would like to incorporate Math Fights in my classroom somehow. I am not completely sure how yet. I find most of the students in my classes just want to complete or finish the assignments as fast as they can, and donâ€™t really care if they are learning. This makes it hard to get students motivated or want to dig deeper into a subject. I think if I incorporate this type of teaching more often, it will become easier and the kids Would start having better discussions and ownership with their learning.

I use some Notice and Wonders, but I have been doing them in online learning, so I haven’t been able to really see the benefits. I have been using pictures, but will try to incorporate videos in the future. I like starting with a notice and wonder because it ignites some thinking and gets the students brains working. I really liked the candle burning example. I am curious about the 3act math tasks. I am not familiar with them.

It is definitely a way of thinking that takes practice.