[tracie.skok]

in reply to: 2.6 Tech Tool Tic-Tac-Toe #12268

I like the Quizizz site the most as I can use activities already created and edit them. The main reason I like this site is due to the fact that I can assign the QUizziz to my Google classroom and then the students can choose when they want to work on the activity (either as an assignment or a quiz/assessment) and they don’t have the peer pressure of doing their work quickly, like in Kahoot. I love that Quizziz can be used at the student pace and they can still “tie” in 1-3 place even if they work slower than someone else. In addition, it gives the students re-dos of questions they missed, so they have the ability to make corrections and earn a higher score immediately. My atudwnts were engaged in the activity and their boosters for getting multiple correct answers in a row.

The biggest challenge so far is video making – lighting and camera quality on my school laptop. In addition, I don’t have the high tech tools of having multiple items hooked up to show what I’m doing on paper next to my video lesson – so I have to show two videos right now and I am not good or patient at editing. Another challenge is working in Google Slides when I want to present and I want students to be able to move items on the board, like shapes, etc, for modeling = it seems I have to constantly take the Slides in & out of presentation mode to do this, and students sometimes move the wrong item – need tolearn to freeze certain images so students can only move what we want them manipulating.

[tracie.skok]

in reply to: 2.4 Your Digital Home Base #12260

Resources include links to math videos that review the concepts students should aready know from prior grades, and another is a link to Desmos for students to see algebraic equations become graphed. Students can use these resource both during and outside of class, and this helps them get in the habit of finding good educational resources in YouTube by being exposed to various videos and teaching styles.

In addition, I have a link to NaturalHigh.org for students to refer to so they can learn about other activites they can take on instead of drugs/alcohol. This site has videos from athletes and celebrities talking to the youth about the importance of being clear-headed and staying clean, finding other activites and hobbies to give them a “natural high” – students are then able to access these at any time with friends and family.

[tracie.skok]

in reply to: 1.8 Challenges of Teaching Online #11775

The part I found most challenging was keeping students engaged enough to participate in their break-out groups without being led by the teacher. Many students were not self-motivated to start on their own, and did not feel comfortable in breakout rooms for small group discussions. Another difficult battle with online teaching was having students keep their cameras on while interacting and listening. I would expect students to have camera on unless they stepped away to use the RR, then they shoudl turn them on when they return.

[tracie.skok]

in reply to: 1.6 Streamlining Your Digital Workspace #11774

I like to have a whiteboard available for scrapwork and visual models when teaching math, and also my “BoogieBoard” – I can write on it to make lists for the day, then cross off and “erase” the page when done and reuse.
The boogieboard is great, and has over a thousand uses before the battery or the product needs replacing, depending on which type you purchase. My most recent boogieboard was purchased at Sams Club. They are often in the back to school stuff – I also use one at home for keeping score when we play cards. Most have a black screen, and you can write on it with your fingernail or the stylus they give you. These are great for short-term lists and notes when working on line and teaching.

[tracie.skok]

in reply to: 3.1 – Progression Ah-ha’s and Wonders #11739

videos showed me that some content / strategies in math have moved up or down a grade level from where it was 15-20 years ago
He stresses the importance of practice, which I agree with
he shows the pictoral model with and without numbers to help kids make the connection to partial products as they move from concrete to visual and into abstract
I wonder why more teachers don’t have their students practice and show the problems in multiple ways like he does.

[tracie.skok]

in reply to: 3.2 – Solve this Problem #11738

White Boards
Quick response, pictorial drawing, etc. Easy for many strategies.
Stop and Jot
Stop learning to write down big ideas.
Colored Cards
Cards are given based on concept understanding. Used to group students.
Exit/Entry Ticket
A quick assessment of specific skills to determine student understanding.
5 Words
What 5 words would you use to describe __? Support with evidence.
Teacher Observation
Blank roster with notes about each student’s learning.
Analogies
Explain the main idea using an analogy.
KWL Chart
Three-column chart of what students know, want to know and learn.

[tracie.skok]

in reply to: 2.1 – Math Fluency Challenges #11737

STUDENTS ARE NOT ALWAYS ABLE TO USE THE TOOLS WE ALLOW IN THE CLASSROOM ON THEIR STATE EXAMS.
STUDENTS MAY STRUGGLE AT HOME IF THEY DONT HAVE THE SAME TOOLS AS IN THE CLASSROOM
SOME STUDENTS ONLY LIKE TO USE 1 METHOD AND WE NEED THEM TO LEARN MORE SO WE CAN HAVE THEM NOT SPEND TOO LONG ON BASIC CALCULATIONS FOR MULTI STEP PROBLMES

[tracie.skok]

in reply to: 2.3 – Number Sense Strategies #11736

WE DID A LOT OF ESTIMATING AND I ALWAYS ENCOURAGE STUDENTS TO ESTIMATE BEFORE THEY CALCULATE

[tracie.skok]

in reply to: 2.3 – Number Sense vs. Math Fluency #11735

What is the difference between number sense and math fluency?
MATH FLUENCY IS ABILITY TO USE STRATEGIES/TOOLS TO QUICKLY GET ANSWERS TO BASIC ASS/SUBTRACT/MULTIPLY/DIVIDE CALCULATIONS/PROBLEMS
NUMBER SENSE INVOLVES MORE STRATEGIES, CRITICAL THINKING, AND LOGIC TO APPROACH PROBLEM IN MULT WAYS, UNDERSTANDING PLACE VALUE AND HOW VARIOUS OPERATIONS MAY AFFECT THE OUTCOME OF THE PROBLEM

[tracie.skok]

in reply to: 1.3 – SHARE: Math Learning Retention #11734

List/brainstorm math concepts that you feel you need to reteach on a regular basis or topics that the students forgot.
I FEEL I ALWAYS HAVE TO RETEACH:
– ISTRATEGIES FOR HOW TO FIGURE OUT MULT/DIV PROBLEMS THEY DON’T KNOW
– FRACTION RULES: MAKING EQUIV FRACTIONS, ADD & SUBTRACT FRACTIONS IS THE MOST COMMON
– DECIMAL MULTIPLICATION – WHERE THE DECIMAL GOES & MULTI-DIGIT MULTPLICATION REVIEW
– LONG DIVISION PROCESS
– STATISTICS (MEAN, MEDIAN, MODE & RANGE)

[tracie.skok]

in reply to: 1.2 – SHARE: Math Misconceptions: What would you do? #11733

320 + 50 = 820
fEEDBACK: SHOW ME HOW YOU COMPLETED THE PROBLEM
REVIEW PLACE VALUE, IF NEEDED – HAVE GRID PAPER AVAILABLE FOR THE STUDENT TO USE TO SET UP HIS PROBLEMS TO SOLVE

[tracie.skok]

in reply to: 1.2 – SHARE: Math Myths and Truths #11732

Mathematics is Computation.
WHILE THERE IS A LOT OF COMPUTATION IN MATH, IT IS NOT ALL COMPUTATION – SOMETIMES IT IS ANALYZING AND DECIPHERING DATA, PATTERNS, AND LOOKING AT THINGS IN A DIFFERENT WAY

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Math is just memorizing rules.
NO ITS NOT – KNOWING RULES HELPS, BUT THEY CAN BE FIGURED OUT WHEN ASKING @ RATIONALITY & REASONABLENESS

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You are either good at math or bad at math.
NOT TRU – TOOLD TO HELP YOU IMPROVE AND YOU CAN GET BETTER

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Math is just about getting the right answer.

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Math is creative.

yeS IT IS – MULT WAYS TO REPRESENT AND SOLVE
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Math is exploration. AGREE

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There are many ways to problem solve. YES

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Mistakes help our learning. YES, I REITERATE THIS DAILY WITH MY STUDENTS, JUST LIKE THEY LEARNED TO DRESS THEMSELVES, DO HAIR/MAKEUP, SPORTS, ETC

[tracie.skok]

in reply to: 1.1 – SHARE: Understanding Yourself as a Learner #11731

How did you feel when you first saw the problem? Were you excited, stressed…
I felt fine as I’ve done these before and knew what to expect

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Did you feel you had the strategies to solve the problem?
Yes, I had the straTEGIES

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How did you feel when you solved the problem, whether you were right or wrong?
i FELT GOOD THAT i COULD SHOW THE STEPS TO SHOW WHY THEY ARE NOT THE SAME ANSWERS

[tracie.skok]

in reply to: Feedback and Student Agency #11712

Students will buy-in and pay more attention to peer feedback than teacher feedback, especially when it comes to sharing ideas and adding other details, supports, and examples. Students know better what their culture is like for them, than teachers who may or may not be engrossed in their world outside of school. Students need to buy-in to their education and make connections to how it relates to the real world and their future. Teachers will be doing more guiding and questioning during this progress to aide students in sharing opinions and strategies as they learn to collaborate together.

[tracie.skok]

in reply to: Establishing Relationships #11597

In my basic Ice Breakers at the beginning of each semester when I get new students, I always include “Would You Rather” questions – these get the students up and moving, and having discussions with peers. I use a combination of kid-friendly and adult-themed questions, as I work mostly with 11/12 grades and they like the grown-up q’s we get into. They have some great discussions with their peers, and realize that they can be “real” in my classroom as long as they are respectful. This helps my students open up by their willingness to come to me for help and to share information in their assignments and make connections to their life they may not otherwise share with me. Students are also able to take their own “Brain Breaks” with music or a movement, and if the break is too long, I just say “It’s time to Re-Focus” and students finish up their break and get back to their assignment (I teach hybrid online elective courses).

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