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Make the Way

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Rocio Miscio joined the project
2 years, 1 month ago
Brent Jackson Accepted a new goal: TRU rubric pre-observations (10/3) in Leaders
2 years, 1 month ago
Brigitte Lahme joined the project
2 years, 4 months ago
Rick Easterday joined the project
2 years, 7 months ago
Harold Asturias joined the project
2 years, 8 months ago
Shelley Friedkin joined the project
2 years, 8 months ago
Catherine Lewis joined the project
2 years, 8 months ago

Theory vs. Practice!!! Yes! Completely different.

2 years, 8 months ago

Joan Easterday - Say more ... plaease

2 years, 8 months ago

Students stop talking because they know the teacher will give them the answer. So then why should I think? This gave me something to think about.

2 years, 8 months ago

I appreciate the student thanking another for finding her mistake. It's so obvious mistakes are valued, the student then shared her mistake with the whole group. Well trained students!

2 years, 8 months ago

Joan Easterday - Burbank teachers must be working really hard to make this part of the culture

2 years, 8 months ago

Great lesson! I appreciate the thinking skills the students have developed. #MathTalks

2 years, 8 months ago

I really like how he has obviously spent some time teaching a protocol for how he wants the students to share their answers and get feedback from their table mates.

2 years, 8 months ago

I liked Catherine's question: What language would make them feel the need for more precision?

2 years, 8 months ago

Joan Easterday - It's a great question to ponder. My first thought is the Sesame Street clip where kids are describing something and the teacher is drawing something that fits the description but is obviously not what the students intended - like for three straight sides drawing a lightning bolt rather than a triangle.

2 years, 8 months ago

How is geometry taught in Japan? We do give them definitions, but in this instance they did not use those to categorize. How do we get them to generalize that knowledge?

2 years, 8 months ago

Joan Easterday - Pam, we have some Japanese curriculum guides in the office if you would like to puruse

2 years, 8 months ago
Leslie Stirnus joined the project
2 years, 8 months ago
Mike Persinger joined the project
2 years, 8 months ago
Doreen Heath Lance joined the project
2 years, 8 months ago
Carol Wegner joined the project
2 years, 8 months ago
Carol Keig joined the project
2 years, 8 months ago
Kyndall Brown joined the project
2 years, 8 months ago
Kevin Drinkard joined the project
2 years, 8 months ago

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 Make the Way is a California Mathematics and Science Partnership Grant powered by a partnership between Santa Rosa City Schools, Sonoma State University, the California Mathematics Project: North Coast, as well as  business partners invested in the Maker Movement.  It is an initiative to implement Maker projects with engineering and technology contexts into mathematics units in order to drive students' learning of mathematics.  Make the Way aims to create mathematically powerful classrooms by improving student engagement in mathematical tasks that lead to increased equity in student learning of mathematics and improved student attitudes and mindsets about mathematics.

Author:
We are looking for feedback on how lessons impact student's identity (how they see themselves and others as mathematically empowered), agency (willingness and ability to engage in the work), and authority (authoring ideas and plans for implementation).
We are looking for feedback on how lessons impact student's identity (how they see themselves and others as mathematically empowered), agency (willingness and ability to engage in the work), and authority (authoring ideas and plans for implementation).
We are looking for feedback on how lessons impact student's identity (how they see themselves and others as mathematically empowered), agency (willingness and ability to engage in the work), and authority (authoring ideas and plans for implementation).
We are looking for feedback on how lessons impact student's identity (how they see themselves and others as mathematically empowered), agency (willingness and ability to engage in the work), and authority (authoring ideas and plans for implementation).
We are looking for feedback on how lessons impact student's identity (how they see themselves and others as mathematically empowered), agency (willingness and ability to engage in the work), and authority (authoring ideas and plans for implementation).
We are looking for feedback on how lessons impact student's identity (how they see themselves and others as mathematically empowered), agency (willingness and ability to engage in the work), and authority (authoring ideas and plans for implementation).
We are looking for feedback on how lessons impact student's identity (how they see themselves and others as mathematically empowered), agency (willingness and ability to engage in the work), and authority (authoring ideas and plans for implementation).
We are looking for feedback on how lessons impact student's identity (how they see themselves and others as mathematically empowered), agency (willingness and ability to engage in the work), and authority (authoring ideas and plans for implementation).
We are looking for feedback on how lessons impact student's identity (how they see themselves and others as mathematically empowered), agency (willingness and ability to engage in the work), and authority (authoring ideas and plans for implementation).
We are looking for feedback on how lessons impact student's identity (how they see themselves and others as mathematically empowered), agency (willingness and ability to engage in the work), and authority (authoring ideas and plans for implementation).
We are looking for feedback on how lessons impact student's identity (how they see themselves and others as mathematically empowered), agency (willingness and ability to engage in the work), and authority (authoring ideas and plans for implementation).
We are looking for feedback on how lessons impact student's identity (how they see themselves and others as mathematically empowered), agency (willingness and ability to engage in the work), and authority (authoring ideas and plans for implementation).
description
Second iteration of lesson. Observe for agency, authority and identity and revision of work.
Observations during lesson iteration #2 and interviews focused on student revisions. Do students notice and analyze what is not working and offer revisions to solve problems?
Second iteration of the Marshmallow Challenge. Observations focused on revisions: Do students notice what is not working and offer revisions to solve the problem?
Post lesson #1 interview to try strategies to support distribution of authority across partners.
Interview in post lesson #1 with two students who had unsuccessful bridges during lesson. Testing hypothesis if build on solid surface easier to build a structure that goes both up and across.
Review the implementation of lesson iteration #1 and impact on identified students
We'd like some feedback on the first lesson study iteration
10-21-15 Reflection
What evidence of agency (willingness to engage), authority (making decisions) or identity (seeing self as doer and learner of mathematics)?
We'd love some feedback on the teacher moves on eliciting number talk
Description of the name...
We'd like some feedback on our student interviews