Making Math Moments That Matter

We welcome back Ryan Kinzler, an 8th grade teacher from Pittsburg. Ryan is here to fill us in on the changes he’s made in his classroom since he last spoke with us over two years ago. He shares how the teacher moves he implemented resulted in his best year ever and then subsequently followed by his worst year ever. In this episode we dig into the differences between the two years and help Ryan set himself up for another great year. This is another Math Mentoring Moment episode where we talk with a member of the Math Moment Maker Community who is working through problems of practice and together we brainstorm possible next steps and strategies to overcome them. You’ll Learn: Resources: Make Math Moments Problem Based Lessons & UnitsAssessment For Growth Course District Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Get a Customized Math Improvement Plan For Your District. Are you district leader for mathematics? Take the 12 minute assessment and you’ll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program. Take the assessment

“I’m not a math person.” I’m sure that is something you two have heard more than once. But have you ever heard someone say, “I am not a reading person?” It seemingly is socially acceptable to be bad at math, but there may be more to it, including the underdiagnosis of dyscalculia. The research shows… Dyscalculia is less well known, and there are fewer screening and diagnostic tools (Jaya, 2009), but its prevalence is similar to dyslexia- 5-7% of the population (Menon et al., 2020; Price & Ansari, 2013; Santos et al., 2022). Add to that an estimated comorbidity of 35-70% with other neurological disabilities, including dyslexia, and suddenly there are a staggering number of students who are at risk of failing math when early identification and intervention can mitigate the problem in many cases (Kisler et al., 2021; Litkowski et al., 2020).In the last 20 years, there has been a push to address illiteracy through early identification with universal screeners, but the same focus has yet to be there for innumeracy. Even with the increased need for math skills due to technology, there have yet to be national campaigns to address the problem (Bryant, 2008; De Visscher, 2018; National Center for Education Statistics, 2022). Dr. Sandra Elliot, Ph.D., has spent over four decades working in education as a Special Education teacher, a five-time principal in Florida and Colorado, and a district-level administrator. She is now making it her mission to champion increased awareness of dyscalculia. You’ll Learn: What is dyscalculia? Dyslexia vs. dyscalculiaIn the last 20 years, there has been a push to address illiteracy through early identification with universal screeners, but the same focus has not been there for innumeracy. Even with the increased need for math skills due to technology, there have not been national campaigns to address the problem (Bryant, 2008; De Visscher, 2018; National Center for Education Statistics, 2022).Underdiagnosis and the academic and social consequences;Importance of early detection and intervention;Best practices for screening and intervention; Resources: https://touchmath.com/ https://dysctest.com/ Social Media Accounts: (List the links to all of your social media accounts) https://www.facebook.com/TouchMath/https://www.instagram.com/touchmath.official/https://twitter.com/touchmath/https://www.linkedin.com/company/touchmath/ https://www.pinterestPlease help new listeners find the show. Leave a rating or review on your platform. Get a Customized Math Improvement Plan For Your District. Are you district leader for mathematics? Take the 12 minute assessment and you’ll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program. Take the assessment

This week we bring on another 2023 Make Math Moments Virtual Summit speaker: Fawn Nguyen! Fawn is on the Math Advance Team at Amplify Desmos Math. She was a math coach for a K-8 school district for three years. Before that, Fawn was a middle school teacher for 30 years. Fawn was the 2014 Ventura County Teacher of the Year. In 2009, she was awarded the Math Teacher Hero from Raytheon. In 2005, she was awarded the Sarah D. Barder Fellowship from the Johns Hopkins Center for Talented Youth. Fawn will share why understanding the impact of your past choices in the classroom is necessary for your growth, how learning how to visualize mathematics allows educators to break free from the rush to the algorithm, and how to teach with the website visualpatterns.org the right way! You’ll Learn: Why understanding the impact of your past choices in the classroom is necessary for your growth;How learning how to visualize mathematics allows educators to break free from the rush to the algorithm;How to embed the 8 mathematical practice standards into you classroom lessons; Practical classroom routines to amplify student discourse; How to teach with the website visualpatterns.org the right way! And, Why math class could and should be as fun as recess; Resources: Twitter: @fawnnguyen fawnpnguyen@gmail.com https://Visualpatterns.org Grassroots Workshops District Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Please help new listeners find the show. Leave a rating or review on your platform. Get a Customized Math Improvement Plan For Your District. Are you district leader for mathematics? Take the 12 minute assessment and you’ll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program. Take the assessment

Join us for a lovely chat with Kendra Jacobs about mathematizing our world around us and bringing it into our classrooms. Listen in and learn the one simple thing you can do in your classroom to get students to enjoy mathematics instead of despise it. Kendra is an adjunct professor at the University of British Columbia Okanagan, facilitating ‘Teaching Children Numeracy’ and ‘Numeracy for Diverse Learners’. She is the founder of Mathematizing 247, where her mission is to inspire and empower elementary teachers to create engaging, joyful, and equitable math opportunities. She works as a part-time classroom support teacher, alongside educators to support strong numeracy instruction that nurtures the development of joyful, independent learners. You’ll Learn: The one simple thing you can do in your classroom to get students to enjoy mathematics; Why we as educators need to ensure that our students don’t perceive mathematics as only a societal access gateway;Why picking one particular part of your day to begin intentionally bringing out the mathematics is the best way to start; and,Why leveraging oral language and curiosity can bring joy into mathematics learning experiences. Resources: Pumpkin Time Bomb Activity Kendra Jacob’s Instagram @mathematizing247 www.mathematizing247.com District Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Please help new listeners find the show. Leave a rating or review on your platform. Get a Customized Math Improvement Plan For Your District. Are you district leader for mathematics? Take the 12 minute assessment and you’ll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program. Take the assessment

On today’s show, we’re bringing on Sunil Singh, a colleague, friend, and fellow Ontarian from the math education world for a second time. Sunil, the author of three books (Life of Pi, Math Recess, and Chasing Rabbits) with his fourth on the way (Sonic Seducer), joins us to share his unique insights into effective teaching and learning of mathematics. In this episode, Sunil highlights the significance of rich, narrative-driven mathematical content in facilitating engaging teaching experiences. He unveils the two essential pillars for becoming an effective math teacher, while also unraveling why the number 70 is weird and its potential to captivate students' attention. Sunil guides us through the strategic elements that school districts should prioritize when shaping professional development plans for math educators. He introduces the concept of developing a K-Lifetime mathematics program, emphasizing the importance of cultivating lifelong mathematical curiosity. You’ll Learn: Why finding good, rich content that tells the story of mathematics is important for effective teaching and learning of mathematics;The two things you need to strengthen to be an effective math teacher;Why 70 is a weird number and how you can use that fact to uplift your students; What school districts should focus on when developing their professional development plan; How to develop a K-Lifetime mathematics program; Why helping your students to trust mathematics is one of the most important outcomes you can have as an educator. Resources: Sunil Singh on Twitter (X) District Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Please help new listeners find the show. Leave a rating or review on your platform. Get a Customized Math Improvement Plan For Your District. Are you district leader for mathematics? Take the 12 minute assessment and you’ll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program. Take the assessment

In today's episode, we had the privilege of sitting down with author, speaker, educator, Rick Wormeli. Rick is a true trailblazer in the field of education, and he brought a wealth of wisdom and experience to our conversation. In this engaging discussion, Rick delved into some thought-provoking ideas that challenge conventional teaching practices in mathematics. He passionately emphasized why assigning a large number of problems might not be the most effective way to help students learn and why it's crucial to understand that the person doing the editing is the one truly engaging with the material. Rick also shared his insights on the power of intentional purpose in assignments, the importance of cultivating empathy for students new to math, and the interconnectedness of pedagogy and mathematics content. Furthermore, Rick introduced a bold notion—that teaching the same course year after year may not be the most effective approach for educators or students. His unique perspective on this topic invites us to reconsider the dynamics of teaching and its impact on student outcomes. Prepare to be inspired and challenged as Rick Wormeli takes us on a journey of rethinking math education. It's a conversation you won't want to miss, so let's dive right in! You’ll Learn: Why assigning a large amount of problems is more of an endurance test instead of a learning activity;Why whomever is doing the editing of the work is doing the learning of the work; Why assigning less with more intentional purpose is more powerful than doing many of the same task repeatedly;Why educators must develop an empathy for first time eyes in math class;Why you cannot effectively be intimate with the repertoire or array of teaching pedagogies without being intimate with the mathematics content;Why it is better for effective teaching practices and student outcomes if a teacher does NOT teach the same course year to year; Resources: Illustrative Mathematics District Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Please help new listeners find the show. Leave a rating or review on your platform. Get a Customized Math Improvement Plan For Your District. Are you district leader for mathematics? Take the 12 minute assessment and you’ll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program. Take the assessment

Pam Harris is here and she’s changing the way we view and teach mathematics. She is a mom, a former high school math teacher, a university lecturer, an author, and a mathematics teachers educator. In this session Pam is going to share how and why you need to use problem strings to get your students thinking and making connections among strategies. She’s also sharing insight into her 2023 Make Math Moments Virtual Summit session: Talking About Talking. You’ll Learn: Why and when you should use problem strings in your math class regardless of the age of your students; Why you should use already created problem strings before attempting to create your own;How to create your own problem strings for an upcoming topic; Learn 2 key teachers prompts you need to use when teaching with problem strings;How do you create discourse in math class that is not trivial; Resources: Math Is Figureoutable Register for the 2023 Make Math Moments Virtual Summit Enter the Share the Summit Giveaway to win over $15,000 in Prizes District Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Please help new listeners find the show. Leave a rating or review on your platform. Get a Customized Math Improvement Plan For Your District. Are you district leader for mathematics? Take the 12 minute assessment and you’ll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program. Take the assessment

On this episode we speak with Jason Garner, a veteran 5th grade teacher of 15 years. Jason joined us on episode 127 and we’ve brought him back to provide an update on his journey. After spending the last two years being more intentional in his problem based lessons Jason seeks guidance on how to help students stick with problems a little longer when they lack the prerequisite skills needed to succeed. Join us to discover Jason’s big a-ha moments and hear the answer to this common math classroom issue. This is another Math Mentoring Moment episode where we chat with a teacher like you who is working through some problems of practice and together we brainstorm ways to overcome them. You’ll Learn: How we can teach problem based lessons when students don’t have the mathematical background to engage in productive struggle; Why planning and posing purposeful questions is essential to ensure that the struggle remains productive during the problem solving process;How we can give ourselves permission to teach when using problem based lessons; Resources: Make Math Moments Problem Based Lessons & UnitsMake Math Moments Online Workshop District Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Please help new listeners find the show. Leave a rating or review on your platform. Get a Customized Math Improvement Plan For Your District. Are you district leader for mathematics? Take the 12 minute assessment and you’ll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program. Take the assessment

In this episode, we’ll dive into a conversation with Dr. Kristopher Childs, a Mathematics Educator, Presenter, and Speaker from Orlando, Florida. Kris joins us for an insightful conversation about shifting professional learning opportunities for districts, schools, and teachers. Join in and you learn what truly engaging mathematics professional learning needs to look like, why equity is just a buzzword in education rather than something we actually care about, and why real change needs to start with you! You’ll Learn: Why we need to define (or redefine) what engaging in mathematics truly is?How do we make practical sense of mathematics and bring true application to the mathematics classroom;Why seeing is believing in mathematics professional development;Why real change in education starts with you;Why it isn’t about whether you can do all things, but rather are you doing the things you CAN do? Resources: http://kristopherchilds.com/ Pre-register for the Make Math Moments Virtual Summit District Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Please help new listeners find the show. Leave a rating or review on your platform. Get a Customized Math Improvement Plan For Your District. Are you district leader for mathematics? Take the 12 minute assessment and you’ll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program. Take the assessment

In this episode we bring back Shawn Hershey, a math interventionist teacher and department chair from Pennsylvania. Shawn joined us back in episode 223 and we discussed how to strengthen his math team. This time around Shawn is seeking advice on how to create alignment across his school’s K-12 grade bands. He has seen individual pockets of success in his school but knows that if his teachers are working toward common objectives that alignment will strengthen their team and the students they work with. This is another Math Mentoring Moment episode where we chat with a teacher like you who is working through some problems of practice and together we brainstorm ways to overcome them. You’ll Learn: How to set realistic and measurable goals that drive sustainable change in math education;How to help the teachers you work with without seeming like you’re adding more to their plate;How can I structure professional development so it fits into a busy teacher schedules Resources: The Magic Wand Wish List Workbook - https://makemathmoments.com/whatmatters/ Make Math Moments Problem Based Lessons & Units District Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Please help new listeners find the show. Leave a rating or review on your platform. Get a Customized Math Improvement Plan For Your District. Are you district leader for mathematics? Take the 12 minute assessment and you’ll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program. Take the assessment

Today we speak with Robert Barth, a high school math teacher from the South side of Chicago. Robert shares his experience with teaching with the original flipped classroom model and how he’s morphed it over the years to incorporate Peter Liljedahl’s work on Building Thinking Classrooms and the Make Math Moments “Real” Flipped Classroom approach incorporating teaching through task. Listen in as Robert wonders how to engage students who give push back when working in groups and sharing their thinking. You’ll hear about teacher moves you can make to motivate students who seem to be unwilling to engage and how to balance your class time between “group thinking” and “individual thinking”. This is another Math Mentoring Moment episode where we chat with a teacher like you who is working through some problems of practice and together we brainstorm ways to overcome them. You’ll Learn: Why the “double-flipped” classroom model might be helpful for those who have struggled to implement problem based lessons in the past;Why taking the time to be explicit with students as to why we do what we do in math class; The teacher moves we can leverage to motivate students who seem unwilling to engage;Why too much “group-think” time can may limit the necessary “individual-think” time that students need to individually reflect; and,How we can incorporate routines to intentionally promote the development of relational trust in our mathematics communities. Resources: Quiet - Susan Cain [Book]Episode 204: How To Craft Mentoring Moments - Jim StrachanMake Math Moments Problem Based Lessons & Units District Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Please help new listeners find the show. Leave a rating or review on your platform. Get a Customized Math Improvement Plan For Your District. Are you district leader for mathematics? Take the 12 minute assessment and you’ll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program. Take the assessment

We welcome Lisa Marentette onto the podcast to discuss how to transition from 9 years in the Kindergarten classroom environment into the grade 2 classroom. After so many years in the Kindergarten classroom, she wonders what changes she needs to make to the structure of her mathematics program to “fit” the grade 2 classroom environment and how she can ensure that all students leave her class well-positioned to tackle the math challenges that lay before them in grade 3. This is another Math Mentoring Moment episode where we chat with a teacher like you who is working through some problems of practice and together we brainstorm ways to overcome them. If you have a math class “pebble in your shoe” you’d like to work through, take less than 2 minutes to book a Math Mentoring Moment Call with us and before you know it, you’ll be on a call with us to chat all things math! You’ll Learn: How do I ensure that I don’t miss anything and kids don’t miss some fundamental building blocks; How to prioritize what really matters in your classroom; How do I emulate a play-based kindergarten program in my grade 2 class?What should my math block look like? Resources: Make Math Moments Problem Based Lessons & UnitsElementary and Middle School Mathematics: Teaching Developmentally by John Van de Walle [Book]Figuring Out Fluency by Jennifer Bay Williams [Book] District Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Please help new listeners find the show. Leave a rating or review on your platform. Get a Customized Math Improvement Plan For Your District. Are you district leader for mathematics? Take the 12 minute assessment and you’ll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program. Take the assessment

In this episode we bring back on the podcast for the third time the godfather of the Thinking Classroom Peter Liljedahl. We spoke with Peter way back on episode 21 of the podcast about how he built the components of the thinking classroom, episode 98 on group work and how to choose tasks, and in this episode Peter breaks down the three components of closing your lessons so students walk away feeling confident and connected to the learning that took place. You’ll Learn: Why it is so uplifting when an entire group is speaking about the same idea;How to see improvement with your students when Building A Thinking Classroom;Why Building Thinking Classrooms is still a problem to be solved;Why the “closing out of the lesson” is one of the most important elements of a Thinking Classrooms Lesson;Why we need to improve student experiences in math class;Why you need to close out the lesson by tying a bow on it;Why worked examples can carry a lot of benefit in how we construct them, but also how we review or reference them; What is the difference between closing out a lesson and consolidating a lesson? Resources: Building Thinking Classrooms Make Math Moments Problem Based Units & Tasks District Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Please help new listeners find the show. Leave a rating or review on your platform. Get a Customized Math Improvement Plan For Your District. Are you district leader for mathematics? Take the 12 minute assessment and you’ll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program. Take the assessment

In our latest episode, we dive into a topic of utmost importance: maintaining a harmonious equilibrium between achieving success and nurturing your well being as an educator. Join us as we explore invaluable insights that equip you with the tools to avoid burnout while making strides in your teaching journey. Discover the art of sustaining the energy required to be an effective math teacher. We unravel practical strategies to strike a balance between the demands of teaching and preserving your own vitality, ensuring a sustainable and fulfilling career. Learn the liberating lesson of acknowledging that you don't have to do everything at all times. We delve into the power of setting realistic expectations and making peace with prioritization, freeing you from the burden of unnecessary stress. Fuel your motivation to aim higher by forging a support network that uplifts you. Uncover the transformative influence of surrounding yourself with like-minded peers who share your ambitions, providing a nurturing environment to nurture your teaching fire. You’ll Learn: How do I sustain the work needed to become an effective math teacher; How to make peace that you can’t do EVERYTHING all of the time; Why finding a support network can fuel your fire to strive for more; What structure helps me focus on what really matters in math classrooms; and, How priming your mindset can help you avoiding burnout; Resources: Take the Make Math Moments Math Program Assessment Tool [Classroom Teacher & Leader Versions] Join the Academy - Free for 30 Days District Leader Resources: Take the Make Math Moments Math Program Assessment Tool The Make Math Moments District Planning Workbook [First 3 pages] Learn About Our District Improvement Program Are you a district mathematics leader interested in crafting a mathematics professional learning plan that will transform your district mathematics program forever? Book a time to chat with us! Other Useful Resources and Supports: Make Math Moments Framework [Blog Article] Make Math Moments Problem-Based Lessons & Units Please help new listeners find the show. Leave a rating or review on your platform. Get a Customized Math Improvement Plan For Your District. Are you district leader for mathematics? Take the 12 minute assessment and you’ll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program. Take the assessment

This week, California high school mathematics teacher leader Giovanni Patalano returns to continue where we left off last time. While his goal is still clear in that he strives to assist in pushing practice forward in his school and across the district, today we dig into where that work might begin to ensure that there is enough alignment across his team. Should Gio and his colleagues dig into filling the gap in the canopy of their mathematics program tree by investigating a common curriculum resource or might they begin in the branches, tinkering with different pedagogical practices to seek out small wins? This is another Math Mentoring Moment Episode where we speak with a member of the Math Moment Maker Community where together we brainstorm strategies and next steps for teachers to overcome pebbles they have in their shoe by growing all six parts of their Mathematics Program. You’ll Learn: What barriers are blocking the progress of teacher pedagogy shifts in mathematics and how to overcome them;How we can help support our educators to overcome misalignment challenges across a district;How can we focus both on the big picture for district wide goals, while leaving space for different schools to dig into different parts of their mathematics program tree?How can a school level teacher leader help to influence the direction of district wide initiatives when there may be too many priorities and not enough support? Resources: Take the Make Math Moments Math Program Assessment Tool [Classroom Teacher & Leader Versions] Join the Academy - Free for 30 Days District Leader Resources: Take the Make Math Moments Math Program Assessment Tool The Make Math Moments District Planning Workbook [First 3 pages] Learn About Our District Improvement Program Are you a district mathematics leader interested in crafting a mathematics professional learning plan that will transform your district mathematics program forever? Book a time to chat with us! Other Useful Resources and Supports: Make Math Moments Framework [Blog Article] Make Math Moments Problem-Based Lessons & Units Please help new listeners find the show. Leave a rating or review on your platform. Get a Customized Math Improvement Plan For Your District. Are you district leader for mathematics? Take the 12 minute assessment and you’ll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program. Take the assessment

Today you’ll hear from Yvette Lehman, an elementary educator from Windsor, Ontario. Yvette is a Primary and Junior Division Teacher Consultant for the Greater Essex County Board of Education and if the name seems familiar then you’re right, we have referenced Yvette’s work numerous times here on the podcast as she’s also a colleague of Kyle’s and a fantastic part of the Make Math Moments curriculum writing team and presented numerous times at the annual Make Math Moments Virtual Summit. Our conversation kicks off by unraveling the essential qualities of district leaders of mathematics. Discover why being bold, focused, and mathematically proficient is crucial for driving transformative change in math instruction across districts. You’ll gain valuable strategies and perspectives that position leaders to create a lasting impact on math education. Yvette shares how recognizing the challenges teachers face is vital to supporting their growth. We delve into how educators can identify when they are feeling overwhelmed and drowning in their responsibilities and we uncover effective ways leaders can offer assistance and resources, ensuring teachers feel supported and empowered to navigate their teaching journey successfully. Let’s get ready to dive in. You’ll Learn: Why district leaders of mathematics need to be bold, focused, and mathematically proficient so they are best positioned to change math instruction in their district; How do you help teachers recognize that they are drowning? How having a supportive “other” encourages you to keep your learning going; What transformative PD support looks like in a large district; Resources: Access Problem-Based Math Lessons and Full Units Yvette Lehman on Twitter District Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Please help new listeners find the show. Leave a rating or review on your platform. Get a Customized Math Improvement Plan For Your District. Are you district leader for mathematics? Take the 12 minute assessment and you’ll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program. Take the assessment

This week we spoke with Lauren Sawyer, a middle school math teacher from the Chicago area. Lauren has been implementing Peter Lilijedahl’s work Building Thinking Classrooms and is trying to find the right balance between collaborative work and individual think time. In this episode we help Lauren limit the illusion of understanding students may get when students are working in groups, determining the right time to schedule individual think time in her lessons, and how she can truly assess her students. This is another Math Mentoring Moment episode where we chat with a teacher like you who is working through some problems of practice and together we brainstorm ways to overcome them. If you have a math class “pebble in your shoe” you’d like to work through, take less than 2 minutes to book a Math Mentoring Moment Call with us and before you know it, you’ll be on a call with us to chat all things math! You’ll Learn: How do I balance individual work time and group work time?How can we limit the illusion of understanding some students may have when working in groups; How can I truly assess students’ understanding when working in groups; When is the right time to schedule individual think time in a Building Thinking Classroom; and, How I can offer opportunities for students to think collaboratively AND independently every day. Resources: Make Math Moments Problem Based Lessons & Units District Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Please help new listeners find the show. Leave a rating or review on your platform. Get a Customized Math Improvement Plan For Your District. Are you district leader for mathematics? Take the 12 minute assessment and you’ll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program. Take the assessment

In this “Where are they now” Math Mentoring Moment Episode, we bring back Jeremy Sarzana, a high school math teacher at a Vocational High School in Boston, Massachusetts. Jeremy shares concerns over how to keep “flow” in his math classes when many of his students are engaging at varying levels. Stick around to hear Jeremey realize how to plan beyond the lesson of the day to ensure he’s meeting the needs of all his students. This is another Math Mentoring Moment episode where we chat with a teacher like you who is working through some problems of practice and together we brainstorm ways to overcome them. You’ll Learn: Why starting with a problem is so impactful for students in a math classroom;How thin slicing can be a great tool to help you arrive at your intended learning objective;How to engage students with the distance between two points formula; How to decide what I should focus on first when designing the structures in my classroom; and, How do I ensure I’m challenging my students enough when teaching through problem-based lessons? Resources: Make Math Moments Problem Based Lessons & Units District Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Please help new listeners find the show. Leave a rating or review on your platform. Get a Customized Math Improvement Plan For Your District. Are you district leader for mathematics? Take the 12 minute assessment and you’ll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program. Take the assessment

Today we’re releasing a replay episode where we spoke with Nick Rhodes who has been teaching online in one of the largest cyber schools in America. Nick shares his story from transforming from a rock band front man to working in accounting to teaching math to being a founding member of our Make Math Moments Academy to becoming a rockstar online teacher! Nick wonders how to adjust his assessment practices so they line up with his problem based approach to teaching. This is another Math Mentoring Moment episode where we talk with a member of the Math Moment Maker Community who is working through struggles and together we brainstorm possible next steps and strategies to overcome them. You’ll Learn: How to morph your existing assessment practices to align with problem-based teaching; How Desmos can be utilized when teaching solely online; How to choose technology to maximize learning; How to use observations, conversations and products to assess students; and, How can we use standards based grading when promoting growth. Resources: No Bikes Allowed! [Make Math Moments Problem Based Task] Are You Picky Enough? [Make Math Moments Online Course]Make Math Moments Online Workshop [12-Week, Self-Paced Online Course]Assessment For Growth - OPEN ACCESS TO MODULE 1 [Make Math Moments Online Course]The 3 Act Math Task Beginners GuideMake Math Moments 3-Part FrameworkA Hero’s Journey In Math ClassPlease help new listeners find the show. Leave a rating or review on your platform. Get a Customized Math Improvement Plan For Your District. Are you district leader for mathematics? Take the 12 minute assessment and you’ll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program. Take the assessment

In this "Where Are They Now?" episode, we reconnect with Tom Marker, a dedicated 6th grade teacher from Ohio, who continues to inspire us with his dedication to improving his teaching strategies. We dive into another conversation with Tom where we tackle: Helping Students Break Away from Calculator Reliance: Tom explores effective strategies to liberate students from overreliance on calculators. Discover how he empowers his students to develop mental math skills, fostering a deep understanding of numerical concepts and building confidence in their own mathematical abilities.Nurturing Curiosity for Lifelong Learning: As educators, it is crucial to cultivate and sustain students' natural curiosity for learning. Tom shares his insights on how to keep that flame alive, ensuring students remain engaged, motivated, and eager to explore the fascinating world of mathematics.Embracing Flexibility for Strengthened Number Sense: By encouraging students to embrace flexibility in their problem-solving approaches, Tom unveils the transformative power of fostering a strong number sense. Explore how this flexibility enhances students' mathematical reasoning, adaptability, and overall problem-solving skills.Building Confidence through Problem Strings: Tom takes us on a journey into the world of problem strings—a powerful tool he employs to boost students' confidence in mathematics. Learn how problem strings can provide students with a supportive and structured environment, allowing them to tackle progressively challenging problems while fostering a growth mindset.With each passing episode, Tom Marker continues to inspire educators, parents, and learners alike, offering practical advice and unique perspectives on mathematics education. Join us as we delve deeper into his ongoing successes, challenges, and the transformative impact he continues to have in his classroom and beyond. Tune in to this engaging follow-up episode as we embark on a riveting conversation with Tom Marker, dedicated to unleashing the full potential of our students through innovative math education strategies. This is another Math Mentoring Moment episode where we talk with a member of the Math Moment Maker Community who is working through problems of practice and together we brainstorm possible next steps and strategies to overcome them. You’ll Learn: How to help students break away from their reliance on the calculator;Why it is so important to help students keep that curiosity for learning going as long as we can;Why giving students the freedom to be flexible with their answers will strengthen their number sense; How you can use problem strings to build students’ confidence in mathematics; Resources: How To Start The School Year Off RightMake Math Moments Problem Based Lessons & Units District Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do n Please help new listeners find the show. Leave a rating or review on your platform. Get a Customized Math Improvement Plan For Your District. Are you district leader for mathematics? Take the 12 minute assessment and you’ll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program. Take the assessment