Shawn Hershey
Forum Replies Created

It’s the idea of one thing relating to another. The visual for this was fantastic. In 6th and 7th grade we might want to keep the visual here but also move it to the abstract through a ratio table like below. I can definitely see how this language is important and each move we make during a lesson can have a big impact on their future learning.

I was thinking you could change the task to include fractions to work on rationals. I like how you sparked curiosity, but I was most impressed with the models that show the balance. What a great way to introduce one step equations. Included a link of a keynote adapting your and Graham’s activities, by put fractions in it and then adapted it to your math is visual site to also extend the activity into 2 step equations. This allows you to take one task and use it for multiple big ideas. This is just a thought as I reflected on this lesson. I attached the keynote in the link below
https://www.dropbox.com/s/kzdka25xyhf9w6x/Equations%20intro%20with%20rationals.key?dl=0
 This reply was modified 2 years, 11 months ago by Shawn Hershey.
 This reply was modified 2 years, 11 months ago by Shawn Hershey.

I realize how important number lines are for our understanding of adding and subtracting but also that there are two different types of questions for adding and subtracting.
 This reply was modified 2 years, 3 months ago by Kyle Pearce.

I never thought of how kids moved from the concrete with dinosaurs and the additive thinking of concreteness fading to move to tiles for the linear path which leads to a number line. Our elementary teachers don’t introduce a number line until 3rd or 4th grade and I think that is a mistake.

What I love about you and Jon is that you look at mathematics as a big web of interconnected ideas that students can use to get to the end point. This lesson in particular highlights how my thinking has evolved over the last two years since I have found you guys on twitter and through the academy. When we rush to algorithms we actually take away the sense making and math becomes a linear progression like a chain and once a link is broken in a chain they are stuck and cannot advance. However, when we teach how all of the concepts are interconnected, and yes there are more efficient ways of completing tasks, we build tools (models) that connect together like a web, that lead to alternate paths that get a child to develop reasoning and accuracy. I actually am working on a keynote that explains this more that I would like to share to get your thoughts on and if the community feels I am accurate or not, but module 3 definitely highlights the work we need to do and why before we set up a proportion and cross multiply. Thank Kyle for putting this together. It is a lot to absorb and process.
 This reply was modified 2 years, 11 months ago by Shawn Hershey.

What an amazing gift to have 100 minutes. Love the road map idea. Will definitely be helpful.

I like the skills list for interventionists. How do interventions work for you? Are you looking at this as preteach model?

Hello Nicholas. The first part I have to wrap my head around is that you are a cyber school teachers. Not sure if you have discussions with your students on a topic in some form for them to hear everyone’s thinking. Next, do you give an assessment like this everyday? The reason why I ask is that I have found that it sometimes takes up to three days of students struggling with a concept before they start to understand it. You might be jumping to interventions too quickly if you are assessing after a day, but I might be wrong in that. It is an interesting system you have. This would be hard for me as we have about 140 students each day at my middle school. I have never had an opportunity to implement this. How many students are on your roster?

Hello Joanna. Are you looking for a specific concept or topic? Have you been to gfletchy.com? He has a tremendous resource for grades K6.

How much time do you have to teach math? I have 40 minutes and I work these in 2 days a week at least. I must keep it to 5 to 8 minutes so you cannot let it drag. I have gone over that allotment though, just not very often. If you believe it will pay off is spades, how can you not work it in? I have found that there are certain concepts that do not take as much time in the curriculum that I have to follow that you could put these ideas in at. Would you agree?

That’s awesome man. Would like to see some of your ideas if you are willing to share them.

Welcome Carol. I definitely enjoyed your podcast. I too am a middle school teacher of grades 6, 7, and 8. Looking forward to learning from you.

Welcome Nick. I am from PA too. I am out towards Philly. I teach in the middle school.

hello Kim, to answer your question at the bottom, Kyle and Jon do work on procedural fluency. It is definitely something that you must incorporate. Jon goes into detail about how he does that on one of their podcast, I can’t remember which one off the top of my head. If you have not listened to their podcasts, I suggest you do as they are huge help and they really make you feel like you are not the only one with struggles of implementation and how to go about it.
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Great list to work on BTW

Hello Katrien. I am not sure about tasks but have you seen Kyle’s site mathisvisual.com? He has a great series about how to make sense of the integer operations not through rules but conceptual understanding. I like to use manipulatives with integer chips for these lessons. Sorry, I do not know of a 3 act task for negatives.

Nice goal. Are you going to use the ones here or try to create some of your own?

Welcome. You have a very unique set up and a lot that you must teach.

Great questions. I like the warm ups that you are referring to also and I think it will help with the spiraling. I like what Jon said that by spending 10 minutes in a warm up you are actually gaining a day or two with the linear relations. I also believe the students will be better at solving equations which will save you time as you consistently come back to it weekly. Sorry, I do not have real world experience with this yet. I tried warm ups that were 5 questions and like you spent most of the period going over it. The idea of 1 per day is intriguing to say the least.
I only have 40 minutes to teach 5 days a week, but I think these warm ups will save time in the long run.

I think that is a fantastic idea if you are trying to highlight what it is you are trying to work on and how math can be. In a interview I always want them to know who I am and who they are hiring. If this is who you are as a teacher, then show them that!

Welcome Shane. I am a middle school (grades 6, 7, and 8) interventionist. Glad to have your here.

I believe there are times you need to assign homework, but the homework should be of practice, not deep level thinking questions. I turn to John Hattie’s work from Visible Learning in mathematics where he uses effect sizes to measure weather an activity has a value of learning that you would want to use it. He uses 0.4 as his cut off that anything less and 0.4 is not worth your time doing as it will not have the effect that you would like it to have. The effect size for elementary is 0.1, middle school is 0.3, but high school is 0.55. I like to keep the homework short because you have to check it the next day which I want to be quick when I do assign homework.

I was hoping to use it because of the way it works out to help kids build an understanding of box and whiskers, but I am not steadfast to it. As long as the data works out nicely for the understanding piece. I plan to share it with everyone once I complete it to get feedback.

Welcome. Looking forward to learning from you too. I am a middle school math interventionist for grades 6, 7, and 8.

George is definitely right, but I also look at the ratio of time with would take the set up the problem or the materials for the problem vs what the kids will get out of it. I think that is huge for me since I only have 40 minutes to teach.

Are you a math coach? These are very worthwhile goals, the second is of particular interest to me. I am a middle school interventionist. I wasn’t sure if you had any ideas of how you would accomplish goal 2

I definitely agree with you about the technology, but my problem with not teaching math is that we need to make the connections and the conceptual understanding. I think you are looking at it from the stand and deliver and just know the procedures the teacher wants you to. I believe we need to teach for understanding and not just the things you can put into a computer. We also need to think about what a mathematician and problem solver would do. Maybe the question isn’t why teach math in 2019, but “How should we teach math in 2019?”

I love this, nice goals. I am an interventionist also in the middle school and have the mtss process. For us, it is our core instruction that is lacking right now. I have a group of students I must track, but our list is too large that we really need to dive in to our tier 1 instruction. I am not sure if you have found the same thing.

Hello, my name is Shawn Hershey.
I have been teaching for 22 years now. I spent my first two years in 3rd grade and then have been teaching middle school math in grades 6, 7, and 8. I am currently and interventionist for all of the grades.
I am really looking for people who share a passion for math and sense making. I want the kids to understand and see the connections in mathematics. This has been a powerful journey for me thus far and I am looking to continue it with other people who love math and want to improve each year.

Awesome Rachel. Thanks. I love the would you rather idea too. Will definitely use that.

Welcome Marty. I taught 6th and 7th for 20 years and am now an interventionist for 6, 7, and 8. I can only imagine how hard it is to change some minds about teaching mathematics.