A few years ago I built a catalogue of thinking tasks that were shared with me. Its since been added to and updated in an easy to access format. The link below gives access. #mtbos @KirstDy @pgliljedahl @NolanFossum @pearse_margie @Sneffleupagus .

Get to spend the afternoon with a group of educators diving into the intentional use of manipulatives as tools for thinking across K-8, ensuring that all students have access to meaningful rigorous mathematical experiences. #iteachmath #mtbos #onted @CorwinPress

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I’ve said it before, but it’s worth repeating. Leaving a problem and coming back later with a fresh and clear mind is simultaneously the most undervalued, yet the most effective strategy when meet learning through a content rich and driven problem.

Pure joy, brilliance and excellence wrapped up in one picture.

For those attending, be sure to catch @KirstDy session. It’s going to be epic. #diceauction @NatBanting @MoMath1 @mathillustrated.

Back at my old high school today in a much more familiar space, the principals office.

Was collaborating with a team of high school educators last week on equitable instruction and disrupting barriers to equitable assessment. Of all the thoughts/wonderings shared, this stands out the most. For me, it’s.talking less, listening more and always be curious. @DanShuster

Doing some work today at my old high school. I’m wondering what the classrooms look like because I sure did not spend a lot of time in them as a student 🤷🏻‍♂️🤷🏻‍♂️.

Unpacking this, kids are brainstorming, formulating ideas, inferring, using evidence, paragraph writing, all standards across ELA. Then the math, content standards and practices. Getting kids to capture their experience as a reflection/next steps, we’re back to ELA. 6/.

Now we build the problem together and establish we’re trying to figure out the number of squares. Then we ask what they might need. Some might ask for an 8x8 grid, which we have ready. Or maybe other grids, which we have. Now we’re ready, so back at the boards/work space 5/

Then I tell a story of these two playing chess. They play, but younger child is staring intently at the board. Older child wins, then younger child says “you may have won, but I know how many squares are on the board, and if you think it’s 64, try again.” Then he walks away. 4/.

Bring everyone together and have a few groups share, emphasizing the evidence used from the images to support their arguments. Hopefully a group has chess or checkers. Reveal this image as you’re heading over to the board 3/

Now reveal this and ask, “what are they doing?” Groups continue brainstorming, quick share back and then ask “why do you think that, what’s your evidence?” “Capture your thinking, then collaborate on a paragraph explaining why you think they’re doing what they’re doing.” 2/

Kids enter the space with this image of one of kids projected. We can immediately get into a notice/wonder, then evolve that into what we think he might be doing. Share a few ideas, visibly randomize groups, then brainstorm ideas at the boards. 1/

It’s the beauty, excitement, wonder and intrigue that opens the door to all the possibilities, mathematical and beyond.

Scale factor, proportionality, magnitude #mtbos #iteachmath.

There is no substitute for the joy I experience leading learning with learners of any age. To go from a state of not knowing to understanding and all the emotions in between, there’s nothing like it. Worked with a group today on implementing BTC practices across the curriculum.

It’s not a coincidence I was back today. This is where I found my footing as an educator and forged some of my most meaningful relationships. Supporting the learning I’m most passionate about, being in community and with family is the most important thing for me. @esjeducation

I’ve read this at least once a day for the last year. I suspect many could benefit from a similar practice.

So entering into this new year, I’m renewing my commitment to the work, our collective work, to speaking truth and to eradicate hate and oppression in all its forms. 10/10 ☮️💙.