YEP! We know How to Fold the Cheese!

 

David, "Can you tell me one thing?"  

Yes, you just fold in the cheese! 

David, "I DON'T KNOW HOW TO FOLD BROKEN CHEESE!"

NOT THAT                                                      DO THIS

OK. IT'S TIME TO FACE THE MUSIC!  You and your team have figured out how to engage kids in authentic learning!  In addition, you have increased the amount of student talk, alignment to grade level and implementing the math workshop at high levels!  

BOOM!  FOLDING THE CHEESE!

We finished our last implementation walk through for the fall.  This time is was math's turn.   We had three days of interaction, professional development and feedback from Janis.  I will tell you she was SUPER impressed with your work!  Bri has worked with you and together you have unpacked the standards and then making sense of how to use the resource. You've maximized differentiation and are working at getting the results you know are possible.  

Here are the summary of Celebrations from the walkthrough:

• Engagement of students

• Turn & Talk, Add on, Agree / Disagree Signals: The use of talk moves was in nearly every classroom! Especially, with Katie, Heather and Sarah.

• Manipulatives - building numbers with base ten blocks. This was maximized in 2nd grade through share and real time assessment.

• Recording thinking in math journals. Check out the third and fifth grade examples. They are fabulous!

• Whole Group - Small / Partner - Whole Group {Cycle}

Use of Manipulatives.  Keep them on the table.  Strive for within 3 feet.

• Work Places: 

• Choice: Students were able to verbalize why they chose that work place, and what skill they were practicing. Janis said in Trish's room, "you can't tell that this isn't possible with every grade in every class!" 25 Kindergarten students were independent and Trish was doing a small group.

  
  
  

• Sentence Frames & Student Directions. This was very clear in Tracy's room. In addition, she pretaught and launched them with a CHAMPS reminder.

• Logs & Work Place Folders. This was very clear and evident in Tracy's room also. She gave students choice and a target of what do you need to work on?
  
  

• Clarity in Learning Intentions directly related ability to give Targeted support to students “Just in Time”.

• Observe students in the learning. They could talk the math in workplaces (Kindergarten and Third Grade) Independent work Abby O's room and group work, (Audrie Adams room)

• Real time feedback {Before - During - After}.

  
  
  
  
  
  

• Respond to students with appropriate scaffolds or challenge opportunities.

Real Time Feedback

Differentiation

Here are the summary of what our next steps are:

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  Increase Opportunities for Student Production {Independent Work}: This is how we know kids have learned what's been taught.

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  Personal Practice:  Student Workbook Pages, Number Corner Problems, etc.



Using the Called to Work page  from the lesson

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  ICON:  → Daily Practice {Personal Practice - Work Places - Independent Practice}

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  ICON:  →  Called to Work in the Lesson {Not Optional - Guided to Independent}

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  ICON:  →  Home Connections

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  ICON:  → Assessment

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  The above are opportunities for meaningful feedback for students. Provide feedback DURING their work to catch them before they fall. However, that doesn't mean that they don't struggle first. Use prompts, cues and questions. We want to scaffold to learn rather then to complete.

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  Agency:  Students choose which problem they want to start with. How could you incorporate more agency in the learning, the dispensing of materials, and share time.

Question for Discussion. Which of the Celebrations are your superpower? Is there someone on your team to 'has it' and you could go observe?

Regarding next steps: How will you incorporate agency and feedback? Maximize with clarity!