Building Thinking Classrooms: How do I Design Lessons from Scratch?

[@HayesWorldofMath]

Find more lesson ideas and other BTC ideas with my playlist: kzbin.info/www/bejne/rGnQinlrn8h6m7M

[@cschaef4388]

Would like to see more examples. Also, do you have any videos of student interaction during activity.

[@HayesWorldofMath]

I had planned to record and upload a video about first steps yesterday but between a sub shortage and then all my recording preferences being deleted due to a hard drive issue, I couldn't get to it. Monday is the new plan. Also have a lesson from another teacher in the division that was used for a different district. Will see if I can get permission to edit that down and post. Kate is great at interactions and hope to have her on for a discussion at some point. I appreciate the feedback!

[@danlevasseur2950]

This video was great! Very helpful

[@HayesWorldofMath]

Glad you found it helpful! Hopefully will get some more out here in the next two weeks as retakes and such start to even out. Any topics you'd find helpful in future videos?

[@danlevasseur2950]

@@HayesWorldofMath I’d love to see you focus in on consolidation if you’d like too!

[@pammydreid]

It's when my class has 4 students eg) who are THAT far behind. OK, get them in at the level they are at...and that is a good teaching practice...but they just can't keep up. What is your process for when students fall behind - the class is too far advanced- even though you are trying to bring them up. What to do when you just. Have. To. Move. On. And they are no where near the rest of the class. It seems so many teacher just pass students with a 52%to the next class and they really are not there

[@HayesWorldofMath]

Couple of ideas: 1) I always give more problems per slide, page, etc. than I necessarily want kids to get through so that there's some challenge for groups who are on top of stuff. So say we are solving equations. I would have three problems on the board - a basic level, focus, and maybe a challenge (I don't label them per se though colleague calls them Mild, Regular, and Spicy in class). Focus level is like a problem that would be at 80%. I would tell groups to get started on these three problems and see how far they can get. Most of the time a standard group will be wrapping up the middle problem when we move on so most groups don't finish. But that way the slower group never feels like they are always the last one done. 2) My lower kids who want to learn tend to quickly catch on that they want to be the ones with the marker as much as possible especially in the beginning. Then they can get ideas from the kids who get it and not have to look like they don't know what's going on. 3) Try and make random groups ahead of time to spread the four kids out OR just get really good at looking for them in the random groups from the website and accidentally bump the random button again if needed. I don't do cards anymore since kids trade a lot and I don't like policing that. Hope that gives a few places to go but definitely putting it on my questions for colleagues list for a future video.