“The ideas that resonated with me are the brainstorming of what the teacher might say or do within each shift. Thinking about what I can say or do in order to focus more on these shifts has helped me think about how I can incorporate these shifts into my classroom and my lessons. Another idea that stuck out to me was reviewing video or print cases. This is an excellent way to see how the practices should be done and it can give me a better understanding of how to incorporate it into my lessons.”, “When I am looking at standards to determine how it connects to other content the students have learned I reference prior grade level standards to see where the students should be. When I also look for previous standards that mention critical vocabulary words that we will be using in the current lesson. This helps me think about what the students should already know and what they will need to learn.”, “In 6th grade, the practices that are more applicable and require more explicit development are operations with decimals and fractions being done by hand. Many of the students want to simply use an online calculator because they find it difficult but they need to be able to do it by hand.”, “Students need to be able to not just get a correct answer but also be able to explain how they got the answer to a variety of partners. They have various opportunities through our use of Kagan structures to share their thinking and this helps show if the students truly know how to solve problems.”, “At this point in elementary school, some of the students have felt like they cannot do math for so long that it makes them feel like they cannot do anything. This gets in the way of reasoning and thinking for themselves. Many of them are also afraid of what their peers might say, so then they are reluctant to answer questions in class.”, “I structure our class so that we use the ‘I do, we do, you do’ format. I will model an example problem and then the students will have the chance to do another problem with their peers in a small group. Then the students will be able to do the problem on their own. I then move around the room so that I can check students' answers as they are solving.”.

Leadership Journal- Part 1

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