#SVMIMAC Feedback/Interest Form

Date | Topic | Questions | Transcript of Chat |

3/29/17 | The Power of Visuals - Part 2 | Q1: What do you know as typical challenges in learning place value? Q2: Examples of visual representations include Ten Frames with magnets, Number lines, Base-Ten representations, Making-ten drawings, and Base-Ten block magnets. Which of these have you used and what can you add to the list? Q3: How do you think visual representations help students whose first language is not English learn mathematics? | |

3/22/17 | The Power of Visuals | Q1: Visuals are helpful for all learners. How do you use visuals? Q2: If you have a math word wall, what does including visuals with the vocabulary do for students? Q3: How do the use of visual representations help students understand the concept of place value? | |

3/15/17 | Teacher Talk Moves | Q1: There are many Teacher Talk moves that promote Mathematical Thinking. Which ones do you use? Q2: Wait time is an essential teacher talk move. Why is this and what does it do for teachers and students? Q3: This image (shared during the chat) was created by a Math coach in the SF Bay Area. What resonates with you? | |

3/8/17 | Open Ended Problem Stems | Q1: What’s an Open Ended Problem Stem? Here’s an example for primary grades: There are 23 wheels in the parking lot. What are the vehicles in the parking lot? Solve the problem and/or share your thoughts on Open Ended Problem Stems. Q2: How do Open Ended Problems Stems address the 8 Mathematical Practices and essential lifeskills? Q3: Here’s a problem for upper elementary: There’s a traffic jam on a 5-mile stretch of highway. How many cars are there? What information do you need? How do you think students would react to the problem? | |

3/1/17 | Math Resources - Print & Digital | Q1: What are your favorite digital resources? Q2: What are your go-to print resources for yourself and your students? | |

2/22/17 | Questioning Strategies with Ana Delgado (@anadelgadoedu) & Joe Young (@jyoung1219) | Q1: What questions do you use to promote reasoning abstractly and quantitatively (Math Practice #2)? Q2: What are some examples of questions that lead to deeper mathematical thinking? Q3: How can we be reflective (mindful) about the questions we ask students? | |

2/15/17 | Productive Struggle - Part 2 | Q1: How have you experienced productive struggle in your life/career? Q2: How do you use productive struggle in your classroom for your students and yourself? Q3: What inspires you to go on when you face struggles? | |

2/8/17 | Productive Struggle - Part 1 | Q1: What does productive struggle mean to you? Q2: How do your students react when they struggle? What is your response? Q3: What activities, projects, structures promote opportunities for productive struggle. Join in the following week, 2/15/17 for Productive Struggle - Part 2. | |

2/1/17 | 8 Mathematical Practices | Q1: The 8 Mathematical Practices can be grouped together. MPs 2 & 3 focus on reasoning and explaining. How do you foster this in your students? Q2: Math Practices 4 & 5 focus on modeling and using tools. What are your favorite activities that foster these MPs? Q3: Math Practices 7 & 8 focus on structure and generalizing. How do you foster this in your classroom? Q4: Math Practices 1 & 6 are the overarching habits of mind of a productive mathematical thinker. How do you foster these math practices in your students. | |

1/25/17 | Inaugural Chat: Math & EdChats | Q1: What excites you about teaching math? Q2: What are challenges about teaching math? Q3: How are you currently organizing your math block / Math Workshop? Q4: How has social media supported your professional development? Q5: What are topics you’re interested in exploring more? |