As I’m sitting here soaking up some Doug Fisher this morning, I thought I’d share some of the key learnings of our meeting this morning.

1. CVESD has become excellent at integrating purpose in to our lessons, but we would benefit from repeating the purpose throughout the lesson so our students don’t forget that initial purpose.

2. Productive group work needs to have a product so the teacher can check for understanding by each of the participants.

3. Whole group guided instruction (addressing one students’ misconception in front of the class) can easily lead to a loss of cognitive engagement from the rest of the students. We would be better off pulling a group for guided instruction and giving the rest of the students a chance to explain their thinking to a group or partner.

5. Great guided instruction is carefully focused on what the child is saying or doing to uncover the misconceptions.

6. Addressing misconceptions causes the student to do the thinking and work to solve what they don’t know.

7. Modeling needs to include an I statement and metacognition (because, why , and how)

Thinking is invisible. The only way to make thinking visible is to talk about it.

8. We need to model examples of vocabulary words that CAN’T be learned through context. (Research says context can only help us learn 50% of words – D Fisher)

When I get back to school, I’ll attach a list of some good examples of modeling in math.

What do you think of these ideas?

Anything that you agree or disagree with?

Any area that you would like to explore further with your grade level or whole school?

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Some evidence for #3 Addressing one student’s misconceptions in front of class can lead to loss of cognitive engagement. At the Math Training, one of the Common Core Mathematical Practices is to construct viable arguments and critique the reasoning of others. In order to establish a mathematical community, “post conjectures around the room and then add other children’s “proofs” under them once the community is convinced.” The same article, “Establishing a Mathematical Community,” goes on to state that, “…the joy and exhilaration that come from doing mathematics are connected to the puzzlement that precedes them.”

All of this reminds me of how Common Core LA Standards include opinion pieces and how students could generalize their persuasive pieces across the two content areas.