On Today’s Episode all about I do, We do, You Do in Math Class:

• What the GRR model is
• The math research says
• How to flip the GRR model (independent work   providing support as students remain in the lead   share ideas   summarize learning)

You know what I’m talking about… Gradual Release model. I do a problem, We do one together, and then you do one to practice.

This was the BANE of my math existence in middle and high school. I actually remember my 8th grade math class so well because of this. The teacher sat at the overhead projector and did a problem while we watched. Desks were in rows with two desks pushed together facing the board. She walked through each step of how to balance the equation. Then, she put a problem on the white board directly next to where the overhead projector showed the steps to follow.

She called us up one by one to put the next step of the procedure on the whiteboard. Since I was a relatively good listener and really wanted to be a teacher, I respected her and the classroom enough to do what she said to do. So, I sat and listened then repeated what she told us to do. However, I had NO freaking idea of what I was doing or why I was doing it. The only thing I remember was isolate the variable by doing the opposite. If it’s add then you subtract, but make sure you do it on both sides because it has to be balanced. Again, I had NO idea why… just that it’s what we had to do. Then, she turned us loose and asked us to solve on our own.

I report, I learned nothing.

Well I learned to repeat steps and get answers correct. I learned enough to get a passing grade on the test through replicating and then promptly forgetting it after the test.

Want the truth? Sometimes I sit in middle school classes of teachers I coach and freak out because I wish I was taught how to understand the concepts with hanger models and algebra tiles. 

What is I do, We do, You do (Gradual Release)?

So, gradual release is the process of slowly releasing responsibility to our students to do things on their own. We first show them what to do and then they slowly get more responsibility to do it on their own. They try it little by little.

When does it work & why do we use it?

Gradual release of responsibility instructional model was developed by Pearson and Gallagher in the 1980s. Fisher and Frey, educational research also have contributed to the model by popularizing the model in their literacy instruction research and publications. 

It is build on Vigotsky’s idea of zone of proximal development. Giving students tasks within that ZPD so that they can experience a bit of struggle while still making progress. Jean Piaget’s work on cognitive structures and schema (1952) linking what students know and can do with new learning.

Were you taught this instructional method is college? I was and since this is the way I was taught math this is how I always taught math to my students. Until I experienced a new way, that helped student embrace not only learning the mathematical concepts, but also the skills of a mathematician– reasoning, justification, problem solving.

And that meant we flipped the Gradual release method backwards.

What does the math research say?

Research on inquiry learning, student centered learning… 

In a research student from 1992 titled (1992). “Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics” Schoenfeld, outlined curricular trends in math in the late 20th C… poor American competence in mathematics compared internationally siting that Americans often scored “consistently near the bottom, often grouped with third-world countries” on basics math assessments. Drop out rates from 8th on were on the rise. Equity issues were present as drop outs were disproportionately high percentage of women and minorities, at the time only 8% of  the labor force consistent of scientist or engineers and the majority were White. He pointed to the “back to basics” movement of the 1970s was a failure based on the outcomes of the curricula that focused on rote memorization skills.

In the 1980s NCTM’s Agenda for Action has it’s first recommendation that problem should be the focus of mathematics. 

Now, a quick search of the NCTM website or a chatgpt search will result in a multitude of articles about the importance of sense making, problem solving, and behaviors outside of procedural. 

That being said, GRR model is best used to show students procedures and support them in develop their procedural understanding. It is not the best model for developing problem solvers. 

So What Do We Do Inside?

We FLIP Gradual release of responsibility.

Start with the independent work– which I call grappling and others call productive struggle. Give students a problem in the zone of proximal development that will help them make progress toward the relevant mathematical goal. Then, we let them work through it.

We provide support in the way of conferencing and giving nudges and nuggets, but allowing them to maintain the in control and not lowering the cognitive demand by showing them what to do. Instead, we TRUST that students have the capability to apply what they know to a problem and reason through it. We do not take away students agency by saying, “Okay everybody stop and look up here. Do it this way.”

Then, once students have had time to work through it independently or in small groups or partners we give students tie to share their ideas. What makes sense to them, building on each others ideas and working collaboratively to make sense of the strategies and models. Working together to build an understanding.

Finally, we consolidate or summarize their noticing into a math truth or a conjecture. What is it that we learned from this task that we can apply to future tasks?

Still the teacher remains in a facilitator role, allowing students to practice the skills of problem solver- reasoning, justifying, and making sense of problems. These are the skills that are called for the in the Standards for Mathematical Practice. 

Is it really the opposite of I do, We do, You do?

A few things are similar: 

• Giving students tasks that are manageable and within their reach, without reaching their frustration levels 

• Supporting students with scaffolds. However, in this student centered way we are providing “just in time” scaffolds. Where as the gradual release the “we do” is assuming every child needs that walk through of HOW to do it and walking through how to do it with each student. Instead, we save that for the students who might show the need for that level of support. 

• The hope that all students find success… except success is defined differently. In this approach students might not get the “right answer” or the “right method” because an assumption is made that the “right” way is the one that students understand and attach to what they already know. Drawing on the cognitive development research we know that students learn by attaching new learning to existing… so that means that when we introduce students to a method they have no context for it is difficult for them to “fit it in”… instead if we allow students to use what they know to find a method that makes sense to them, their learning is more meaningful. 

How do we know it works?

Students are more empowered. 

Our classrooms are more equitable. 

Students feel a greater sense of ownership. 

Proficiency increases because students are able to reason conceptually and procedural fluency is built overtime. 

Math proficiency is comprised of 5 strands and all are addressed within in this model vs. heavily relying on one in GRR

So, although GRR is widely used and research based, it is not the best approach for creating student centered math classrooms

Since we’re trying to create classrooms that engage every learner and allow them to love and deeply understand mathematics we have to make some BIG shifts.

This episode may have challenged some deep seeded beliefs you hold. Know that I completely understand and I’ve been right where you are. It is really complex to acknowledge that the way we’ve been doing things might need a revamp or revision. I’ve experienced that with y own math teaching, ut also my literacy instruction. That’s the part of the ever evolving teacher… learning more and doing better.

I want you to know that I don’t disagree with you.

Although I may disagree with a teaching style or strategy, I don’t disagree with YOU teacher friend and YOUR heart. I know that you want the best for your students. I know you show up every day and work HELLA hard for your students. You choose strategies, tasks, and approaches based on what you believe is best for your students. You are doing the best you can for your students. I truly believe that.
And because I believe you are an incredible teacher I believe in your capacity to grow and develop. So, I push you to re-listen to this episode, re-consider your strategies and take a leap of faith to try something different.

I’m going to put a list of my favorite books below in the show notes so you can refer to some of the modern approaches to math teaching. I’ll also put a lil shameless plug in here that I’m writing a book for you. So that we can continue this movement together. It’s currently June 17th that this airs and I’m wrapping up my first draft of a book I’ve been enacting for a decade. It’s a story of my journey from traditional teaching to empowering every single student. I’m sharing every strategy I know and use inside. I hope you’ll trust me and stay in this work with me!

Happy SUMMER!!! 

My favorite books mentioned in this episode:

• Adding it Up 
• Children’s Mathematics Cognitively Guided Instruction
• Principles to Action: Ensuring Mathematical Success for All 
• 5 Practices for Orchestrating Math Discussions

You might also like: 

• 5 Steps to a Student Centered Math Class

 Math Word Problem Workshop

Save time and energy by planning a simple daily routine that increases student engagement, problem solving, & math proficiency!

When you join the Math Word Problem Workshop, I’ll show you how to…

• engage every student in problem solving, daily.
• create a daily structure that allows students to collaborate, reflect, take risks, and use mistakes as opportunities.
• a system to plan for problem solving, simply and efficiently.
• confidently facilitate a students lead problem solving workshop

Join today by clicking HERE!

Have Questions? My DMs on IG are always open @hellomonamath

The post 118: The Opposite of I Do, We Do, You Do in Math Class appeared first on Mona Math.

On Today’s Episode on Collaborative Math Coaching with Nicora Placa:

• What learning opportunities do teachers need from coaches/PL?
• What is collaborative coaching and how does it complement one on one coaching?
• What are the 6 tools?
• What are 2 things educators listening could do right now to start to shift the culture of collaboration in their school? 

About Our Guest: Nicora Placa

Nicora Placa is an assistant professor in mathematics education at Hunter College. Previously, she taught elementary and middle school mathematics in New York City. She is passionate about supporting teachers, honoring their expertise, and creating learning opportunities for them to hone their craft. Her first book “6 Tools for Collaborative Mathematics Coaching” was published by Stenhouse in 2023. She also serves as Coaching Coordinator on the NCSM Leadership in Mathematics Education Board.

Find Nicora Here:

• http://nicoraplaca.com

• Twitter/ X–  NicoraPlaca

What are the 6 tools?

• Building community & teams – how will we work together, what do we value, what does coaching look like for us
  • Sense of urgency in our work– so we rush the work. 
  • Paras, specialists, admin– thinking about the role they play in the team
    
• Student Interviews- shifts the tone of the meeting quickly because we start to focus on student thinking. Our love of students is what holds us together. Curiosity about student thinking as a result of a student interview is groundbreaking!
  • Changing belief system
    
• Observations of classrooms– coaches lens to student doing, patterns you notice that you can build on
  
• Learning Walk – teacher led
  
• Rehearsing routines – practicing with adults before bringing into our classroom
  • Opportunity to be vulnerable without a lot of risk 
  • Administrators 
  • Fear with trying something to do
    
• Lesson Study

Advice for Math Coaches:

• Be the advocate between administrators and teachers
• find time for what they value
• Build relationships between administrators and teachers
• Be strategic about the time you are given – what’s the high yield work?
• Visit classrooms

Collaborative Math Coaching:

• Learning together – we’re all getting better together 
• Every year I’m constantly learning 
• This is the approach – learn from each other
• Mirror teachers and students
• Teachers advocate– online, book clubs, coaches
• Change occurs in a school– through culture and collaboration.

You might also like:
Guide to Engaging Math Discussions

 Math Word Problem Workshop

Save time and energy by planning a simple daily routine that increases student engagement, problem solving, & math proficiency!

When you join the Math Word Problem Workshop, I’ll show you how to…

• engage every student in problem solving, daily.
• create a daily structure that allows students to collaborate, reflect, take risks, and use mistakes as opportunities.
• a system to plan for problem solving, simply and efficiently.
• confidently facilitate a students lead problem solving workshop

Join today by clicking HERE!

Have Questions? My DMs on IG are always open @hellomonamath

The post 117: Collaborative Math Coaching with Nicora Placa appeared first on Mona Math.

On Today’s Episode All About Access the Word Problem:

• What a launch routine is
• The steps in a launch routine
• How to tailor the launch routine to meet your students’ needs

Do you have student who struggle to access word problems? If you do, you’re not alone. It is THE MOST common question I get from teachers. The truth is our students struggle to get started on word problems because they don’t have access the word problem. Let’s break down what access is. 

Access to a Word Problem Means:

• Being able to read the problem 

• Comprehending the problem 

• Understanding what the problem is asking 

• Figuring out what to do once you’ve read the problem, what’s the first step to solving?

So what do we do to help our students access the math word problem?

My best advice is to launch the word problem with students. Now, this means that you spend 3 to 5 minutes help students gain this access to the problem. You’ll need to make some decisions based on the problem type and your specific group of students. However, the basic structure of the launch is a good place to start so that you can establish a launch routine. Then, you’ll be able to refine it to meet the specific needs of your group.

What is a launch routine?

A launch routine is a series of exercises to help students read and understand the word problem, while also building their independence in breaking down problems.

The launch routine is part of a bigger research based strategy I use with my students that I call Word Problem Workshop. I’ve been working on this strategy for a decade in my own classroom and coaching others to implement in their classrooms. The launch routine is the first step, however the following steps are critical as well. Simply the Word Problem Workshop routine is Launch, Grapple, Discuss, Reflect. Obviously that’s an oversimplification of the workshop, but might give you an idea of this student centered approach. 

Let’s discuss the 3 steps you can take to start a launch routine that will help every student gain access to the word problem. 

Step 1 – Create a daily routine where you launch.

This should feel like a ritual for students. They know that every time we take out our word problem we will launch. They should know the steps and soon they will internalize those steps and do them on their own. That means you’ll need to create this routine that is both simple and predictable, but also leads to the support students need to be ready to problem solve.

Step 2 – Read the problem to the students.

This might be controversial, but I think it is imparative. Of course we want our students tobuild their reading skills so that they can read the problems themselves. However, often times in my classroom my students would struggle with reading, but not math. However, they struggled in math because they struggled with reading. This left so unfair. I wanted my students to know what they knew and could do in math. I wanted to see their math understanding, and not assess their reading comprehension in math. So, part of the launch routine is ALWAYS to read the problem to students.

You may have heard of the 3 reads strategy– where you read the problem with a different focus each time. This is a great strategy. If you’re using this wonderful!! Keep it up. This strategy often includes a partner or choral read which are great ways to engage every student in reading the problem while still being supported. 

Step 3- Tailor the launch to your students.

One of the ways I like to launch is by having students do a retelling of the problem. This allows me to assess their understanding while also getting students actively involved in more than just reading, but comprehending the problem. You’ll want to tailor your launch to your students needs. For example, I taught 3rd grade in a school where most students did not struggle with the reading portion of the task, but of the conceptualizing oft he problem. They had a harder time visualizing the context and thinning about what was happening in the problem and how that related to their solving. So, I used different strategies from reading class like retelling, visualizing, acting out, drawing and describing to help students engage in the launch to be ready to solve.

So, as you craft your daily routine tailor it to your students needs. Then, be prepared to alter it as their needs change. For example, in my 3rd grade classes I often pulled back on the teacher support as we went through the year to prepare them for the April state test where they had to do the majority of the reading independently. Our launch was still predictable and consistent, however I included more independent elements.

Links mentioned in this episode:

Launch: Word Problems (A Virtual PD Experience)
Word Problem Workshop

You might also like…

5 Steps to a Student Centered Math Class
Principles to Action: Ensuring Mathematical Success for All
84: Productive Struggle: Building Confident Problem Solvers

Leave a review!

If you love listening to Honest Math Chat, please take a few seconds to leave a review so other teachers know this is a valuable place to spend a few minutes each week.

 Math Word Problem Workshop

Save time and energy by planning a simple daily routine that increases student engagement, problem solving, & math proficiency!

When you join the Math Word Problem Workshop, I’ll show you how to…

• engage every student in problem solving, daily.
• create a daily structure that allows students to collaborate, reflect, take risks, and use mistakes as opportunities.
• a system to plan for problem solving, simply and efficiently.
• confidently facilitate a students lead problem solving workshop

Join today by clicking HERE!

Have Questions? My DMs on IG are always open @hellomonamath

The post 116: Simple Steps to Help Students Access the Math Word Problem appeared first on Mona Math.

On Today’s Episode We’re Entering My Thinking Classroom:

• How a student-centered classroom looks in math 
• Why and how students should lead in a math classroom
• The 3 rules I have for people entering my classroom (download them here for free!)

My classroom is different than most “math classrooms”

It’s a thinking classroom. Which means…
You won’t find me at the board explaining. You WILL find me as a scribe as students explain their thinking.
You won’t find me showing students what to do. Instead, you WILL find me encouraging students to use their resources, prior knowledge, and current understanding to try first.
You won’t find me rescuing students that are struggling. But, you WILL find me watching them closely, monitoring their body language and conversations to ensure their struggle is productive. 

My Classroom is STUDENT CENTERED

That means, students are required to do the most thinking in my classroom. They are in the drivers seat and expected to take the wheel… if the wheel was the thinking and doing of mathematics. Which it is in this metaphor.

To continue on with the car metaphor for my student centered classroom, I have the drivers instructor guide book (and the emergency break). I’m in the passenger seat, with the plans, and the helpful hints along the way. I’ll grab the wheel and pressure the break as needed. But THIS is a place (my math classroom) where students lead. They drive. 

Because that is how real learning happens

Real learning happens when we get the EXPERIENCE to try it on our own.

Will we get it perfect? No, of course not. But how will we ever know what we can do unless we try on our own?

My kids took swim lessons at a local swim class place. Tt’s fancy– heated pool, tiki changing rooms, and a prize after every 30 minute swim class. It is VERY scaffolded.. The pool is shallow. There’s a step for them to sit on and platforms in the water to swim to. And the whole time the instructor held them giving them reminders to kick and paddle. Mind you my kids at the time were 4 and 2, so you want them to be safe in the pool with the adult right there.

However, we spend the summer in Michigan and I enrolled my kids at the local high school for swim classes. High school kids taught them at the 4 foot shallowest end of the diving pool. My 2 year old stood on an office chair with her face barley above the water and my 4 year old had to hold on after he climbs in and had to swim to the edge and inch his way across. The high school students taught them strokes, face in, floating, etc.

They supported them…. But they also LET THEM SWIM or at least try to.

There were several seconds of my kids struggling in the pool while they tried to swim. That would NEVER happen at that posh swim class in Chicago, but honestly I was a little uncomfortable… but the outcome was unbelievable. It’s hard to watch your kids struggle or ANY child struggle. But let me tell you about the difference in their confidence and ability.

After the high school lessons my kids were SO much more confident and their skills grew noticeably from week to week. Skills they had been working on for MONTHS at the place in the city.
I attribute their growth and confidence to the space they were given to try to do the hard thing and the small success they found because of their efforts.

So, that’s just one reason I believe in STUDENTS being able to do the dang thing in math class.

I want THEM doing the thinking and reasoning… not adults that are uncomfortable seeing them struggle “supporting them”. So, I have some rules for when you enter my classroom… that might seem odd.

However, these rules allow me to support my students in their struggle. They allow my students to get the opportunity to lead the thinking and then doing of mathematics, without being rescued too soon by an on-looker. 

Trigger Warning for People Entering My Thinking Classroom…

Here are my Thinking Classroom Rules:

• Dont give me answers
• Have a neutral stance
• You can ask: “What are you up to? How are you solving? What have you done so far? Can you draw a picture of the problem? What in the problem tells you that? 
• Push my thinking by asking: Can you solve this in another way?

I put these on my door and provide them to visitors when they enter my classroom. It’s that serious.

Let’s Talk About Why I have these rules

1. Don’t give answers – Because answers don’t matter nearly as much as thinning in my class. So, even if you give the answer it won’t make much of a difference because students are doing the THINKING and required to show that thinking on their paper.
2. Have a neutral stance – Because that leads to students’ staying in the thinking. If you confirm or deny if they are on the right track or you tell them GREAT yes you got it. Then, they can be done. That’s like a free ride to giving up. So, instead… listen intensely, ask questions, wonder, find their ideas interesting, but do not take a stand.
3. You can ask: open ended questions to find out more about my students thinking. You can ask about models, strategies, the problem, all of these things SUPPORT students thinking and provides them a frame for their thinking.
   
   So, as you enter my classroom or that of others’ thinking classrooms that are centered on STUDENT thinking… remember these rules because they provide the opportunity for students to struggle, reason, and thinking mathematically.

Click here for a free download of my door sign.

Links mentioned in this episode:

5 Steps to a Student Centered Math Class
Math Rules for your classroom

Other episodes you might like:

93: Consolidation with Peter Liljeddahl, author of Building Thinking Classrooms

Leave a review!! 

If you love listening to Honest Math Chat, please take a few seconds to leave a review so other teachers know this is a valuable place to spend a few minutes each week.

 Math Word Problem Workshop

Save time and energy by planning a simple daily routine that increases student engagement, problem solving, & math proficiency!

When you join the Math Word Problem Workshop, I’ll show you how to…

• engage every student in problem solving, daily.
• create a daily structure that allows students to collaborate, reflect, take risks, and use mistakes as opportunities.
• a system to plan for problem solving, simply and efficiently.
• confidently facilitate a students lead problem solving workshop

Join today by clicking HERE!

Have Questions? My DMs on IG are always open @hellomonamath

The post 115: Trigger Warning for People Entering My Thinking Classroom appeared first on Mona Math.