Thank you for the humility and honesty with which you've approached this book chat. Hearing both of you admit that you are not always perfect with your support of productive struggle helps me realize that this is a growth process for all teachers, including myself. I am saying goodbye to Keep, Change, Flip (and other tricks) and committing to conceptual understanding.

I love how this is discussed as a skill to become better at thinking and rescuing. To not give up when it doesn’t feel like it is going well. Also the many strategy suggestions were fabulous to refer to in the future.

Just watched! Really like the part about competence and confidence. Acknowledge the work completed and then ask student to discuss their work/thinking.

Watching replay. It hit me when you talked about how our actions show something different than what we say and we need to be sure they are aligned. It is so true.

Watching the replay - I really love the discussion on catch and release! I plan to do more of this in my classroom. I also really liked the comment about not teaching math as a series of procedures and tricks, but teaching the why. This helps the students see math as something that is understandable!

No math identity is happening if we keep talking about how difficult it always is! We have to "project competence and confidence". Love that!!

I'm glad you mentioned making mistakes and how we should have the same expectation of ourselves that we expect of our students. This was a great reminder that our actions need to match our words.

Loved the discussion. So excited about seeing more productive struggle in the classroom. Finding the balance between giving students tools (calculators etc.) to allow them focus on the task at hand vs. helping develop sound numeracy and fluency skills is a huge deal. I believe strongly that we should focus on helping students build conceptual understanding and helping students get comfortable with the struggle. I believe that these problem solving abilities will have a positive impact on test scores and is more important than teaching every skill. I think in the middle of many lessons a calculator or other tools will allow students to focus on the task and make sense of the problem. I just wish we as whole were more thoughtful and selectful when we offer these tools. We give students a calculator too soon and too often. We can not give up on them knowing their sums, products, etc. We need to also intentionally communicate that the expectation is to work without calculators or other tools. Yes they will have a calculator, but it's not help them think of the factors of 48 as they factor quadratics or quickly use 10% of 88 to estimate tax or tip. We can all survive without these skills, but these fluency skills are important life skills.

What a wonderful discussion. Focus on the gain; not the gap!

I loved the GPS analogy of several routes getting to the same place, even though some take longer. I’d like to point out the “gap and the gain” when students are frustrated with a concept that builds on previous understanding.

Watching the replay! I look forward to choosing three struggle moves that I want to implement with fidelity this school year! This was by far my favorite chapter! I've enjoyed the book so much.

It really hit me when they talked about having to rush at the end of a lesson being taught because the class period was about to end. This is something that seems to happen often. I am going to try to make myself stop the lesson and continue it during the next class period. I think it will help my students so much.

@PatriciaCoronado-hz4ku

19 күн бұрын

I Thank You

Thank you for writing this wonderful book! I will be implumenting the catch and release method. I tend to try to help emphasize the right path rather than guiding with questions. I like how you talked about how it is hard to ask those questions during the lesson. I find that I rush due to time so I give the answer or call on students who have the answer rather than giving that student time to find it on their own. After listening it reminded me how important it is to let each student work through the problems and find their mistakes to get that aha moment.

Catching the replay from Johannesburg, South Africa. Can't wait for my book to arrive.

Catching the replay from Castle Rock, CO!

Catching the replay in Fort Wayne, IN

This was a great discussion! I am looking forward to getting more comfortable with struggle moves and seeing the difference it makes in my students learning. I appreciate the vulnerability and humility you both showed in admitting that you are still learning how to support students in this way.

Wow! So many good things! Favorite chat so far! Really need to work on honoring mistakes especially my own…I honor students mistakes but often don’t give myself the same grace. Also working on getting math tools more accessible for students this year.

Just watched the chat and really liked the comment about how we all make mistakes. We should allow our students to make mistakes for them to learn and understand better. Great discussion

I love productive struggle. Sometimes it's hard, though, because it takes so long, which means we may not get to everything we need to in order to at least touch what students will be tested on during the high stakes testing. It's hard to find a balance.

Yes! We must let students see there are different ways to find answers.

I do like the fact that you are keeping this real and say that you both haven't perfected this strategy as well. It always sounds like such a pie in the sky idea and I want to jump in head first, but I'm glad to hear that it is something that we should ease into and it gets easier. I also found the idea of teaching tricks makes students see math as unlearnable enlightening. My goal is to teach fewer tricks this year. I really want to focus on letting kids work through problems first to see what prior knowledge they have. I think that when we ignore that and jump into the we do, they believe previous knowledge isn't necessary and therefore forget it or push it to the back of their minds. I also really felt good about teaching the students to use tools like calculators and multiplication charts. I've always felt this to be true but feel I forget to teach the students when to use the tool or even what is the right tool to use.

Catching the replay from Fort Worth, TX. Got my time zones mixed up!

Great discussion today! Lots to think about!

I am going to use strategies to stop rescuing students/giving them the answers. I plan on prepping the task, using a KWS chart, and stop restating more than they know or explained.

Not watching live, but hello from Little Rock!

Catching the replay!

Thinking rescuing versus answer rescuing.

Love the KWS chart and the metacognitive questions chart on pp 134-135. These are my two biggest take aways from this chapter.

KWS chart and anchor charts are going to be my big implements from this chapter.

Hi from Raleigh, NC!

Watching the replay

Definitely want to be sure I don’t rescue the answer but rescue the thinking. 😊

On page 146, it says to help us see who contributed and what they contributed during group work is using different colors for each student. I think this would help see who is participating and who is not. I was a little confused about the paper clip strategy. Can anyone elaborate on that please? Do they use them as like a talking stick?