1 00:00:00,000 --> 00:00:04,140 Hey everybody, it's Cheri Dotterer here at Tier One Interventions podcast. 2 00:00:04,379 --> 00:00:09,690 I'm here today with Jonily Zupancic and we are in class today with a live 3 00:00:09,690 --> 00:00:14,430 group of ladies and gentlemen who are learning about the Mastery Math method. 4 00:00:14,730 --> 00:00:19,259 So I'm gonna let Jonily talk and if there's any intervention that I wanna add 5 00:00:19,259 --> 00:00:26,610 to the puzzle, we will do but for now, I'm signing it all over to Jonily and let 6 00:00:26,610 --> 00:00:28,650 us learn a little bit about mathematics. 7 00:00:28,650 --> 00:00:29,190 Girl. 8 00:00:29,700 --> 00:00:31,140 Y'all, this is Jay-Z. 9 00:00:31,200 --> 00:00:34,810 I'm Jonily Zupancic, I'm your math specialist, your main Mathineer. 10 00:00:34,880 --> 00:00:40,385 I if you are listening to this podcast or you're watching this podcast on YouTube I 11 00:00:40,385 --> 00:00:42,875 want to give a disclaimer and a warning. 12 00:00:43,475 --> 00:00:44,675 This is level two. 13 00:00:44,675 --> 00:00:49,175 You're listening in on a level two version of Mastery Math method. 14 00:00:49,835 --> 00:00:53,244 The reason we do explicit direct instruction is so that we can have 15 00:00:53,244 --> 00:00:57,415 these tangents, then we can come back because those tangents are 16 00:00:57,415 --> 00:00:59,395 when the best learning is created. 17 00:01:01,180 --> 00:01:06,160 This is what the flavor of instruction is in the mastery math method. 18 00:01:06,310 --> 00:01:08,530 We're modeling this for you right now. 19 00:01:08,950 --> 00:01:13,210 Everything I'm doing with you, I want you to do with your kids. 20 00:01:15,340 --> 00:01:18,970 So yes, we're still teaching standards, we're still doing direct explicit 21 00:01:18,970 --> 00:01:24,940 instruction, but in between those times, we're doing bursts of conceptual, 22 00:01:24,940 --> 00:01:30,190 experiential, contextual storytelling. 23 00:01:36,580 --> 00:01:36,760 Okay? 24 00:01:36,760 --> 00:01:44,080 Student four touches their own locker first, not starts at four, 25 00:01:44,470 --> 00:01:48,820 touches locker four first, and then touches every multiple of four. 26 00:01:48,820 --> 00:01:52,630 So student four, and when I say touches, I mean changes the state. 27 00:01:52,690 --> 00:01:54,010 If it's open, it's closed, closed up. 28 00:01:54,280 --> 00:02:05,290 So student four changes, locker 4, 8, 12, 16, 20, and 24. 29 00:02:05,380 --> 00:02:11,010 Now some of you are losing your ever loving minds right now if you're if you're 30 00:02:11,010 --> 00:02:17,340 watching the visual portion of this, some of you are losing your ever loving minds 31 00:02:17,340 --> 00:02:23,220 right now because you went into teaching because you are type A control freak. 32 00:02:24,720 --> 00:02:29,220 You went into teaching math because you're even more type A control freak. 33 00:02:30,510 --> 00:02:31,979 And I need you to change. 34 00:02:33,569 --> 00:02:36,059 I need you to change tomorrow. 35 00:02:36,420 --> 00:02:40,199 Actually, yesterday I need you to change. 36 00:02:41,430 --> 00:02:41,850 Okay? 37 00:02:41,880 --> 00:02:42,779 Are you hearing me? 38 00:02:43,559 --> 00:02:47,399 Because if you're able to see this visual right now, you're freaking 39 00:02:47,399 --> 00:02:49,109 out because you're gonna say 40 00:02:51,600 --> 00:02:53,040 your paper is a mess. 41 00:02:53,040 --> 00:02:54,630 Those numbers aren't even in order. 42 00:02:54,630 --> 00:02:55,859 There's not even, 43 00:02:57,960 --> 00:02:59,309 you're gonna be like this. 44 00:02:59,460 --> 00:03:02,220 This is the worst way for students to learn. 45 00:03:02,220 --> 00:03:07,470 And I'm gonna say it's the best way students to learn your type. 46 00:03:07,470 --> 00:03:15,899 A control freak mentality is the barrier to your student ultimate learning. 47 00:03:17,220 --> 00:03:18,510 You've got to change. 48 00:03:22,260 --> 00:03:22,949 Guess what? 49 00:03:24,540 --> 00:03:27,180 Half the people listening to this just turned off the podcast. 50 00:03:28,380 --> 00:03:29,279 I don't care. 51 00:03:30,540 --> 00:03:31,350 Go. 52 00:03:36,329 --> 00:03:39,689 My point is, math is messy. 53 00:03:40,979 --> 00:03:46,199 I do not give my students lined paper to do math on. 54 00:03:46,590 --> 00:03:51,510 They either get blank paper with nothing on it, or they get graph paper. 55 00:03:52,095 --> 00:03:55,935 Or they get a math tool, like a one 20 chart or a dot paper or something. 56 00:03:56,115 --> 00:04:00,315 And I told my students last week, if you want lined paper to 57 00:04:00,315 --> 00:04:02,565 take math notes on you, do you? 58 00:04:02,595 --> 00:04:03,195 That's great. 59 00:04:03,255 --> 00:04:04,755 I'm not gonna give it to you. 60 00:04:05,175 --> 00:04:09,255 You'll need to bring your own, because I'm never going to force 61 00:04:09,255 --> 00:04:11,085 you to do math on lined paper. 62 00:04:12,255 --> 00:04:15,165 But some of you really need the line paper to do the math. 63 00:04:15,585 --> 00:04:18,975 So you'll need to bring that, just get one of those 25 cent spiral 64 00:04:18,975 --> 00:04:23,505 notebooks from Walmart and bring it in and use that for your math notes. 65 00:04:24,645 --> 00:04:30,855 Math must be messy to be mastered. 66 00:04:32,265 --> 00:04:38,175 Jazz hands, math must, and the OT would give you, and the OT 67 00:04:38,175 --> 00:04:40,875 would pull out the grid paper and make sure you can line it up. 68 00:04:41,895 --> 00:04:45,915 So math must be messy 69 00:04:48,555 --> 00:04:51,225 to achieve mastery. 70 00:04:52,875 --> 00:04:57,765 Now, if you loved what I said, you're gonna spirit hands, but me as the 71 00:04:57,765 --> 00:05:00,705 presenter of that are gonna jazz hands. 72 00:05:00,765 --> 00:05:01,275 Do you see? 73 00:05:01,275 --> 00:05:04,545 I'm gonna now, but Cheri, now wait a minute. 74 00:05:04,545 --> 00:05:12,654 Because if we are in a conceptual exposure, maybe only interaction one, 75 00:05:12,654 --> 00:05:18,955 two, or three of something, I don't wanna fix the lining up for kids right away. 76 00:05:19,824 --> 00:05:24,864 And Cheri knows this 'cause like her job as an OT is to help kids with 77 00:05:25,015 --> 00:05:27,055 the systems and structures, okay? 78 00:05:27,234 --> 00:05:29,244 But first they need to be messy. 79 00:05:30,234 --> 00:05:34,045 So this locker game board is gonna be draft one. 80 00:05:34,165 --> 00:05:39,295 Just like in language arts, when you're writing, the first time you 81 00:05:39,295 --> 00:05:45,895 write is not the final paper, and we need more of that in mathematics. 82 00:05:46,284 --> 00:05:51,205 Math must be messy before mastery. 83 00:05:51,654 --> 00:05:53,994 Math must be messy before mastery. 84 00:05:54,654 --> 00:05:57,415 There's plenty of time to take all the messy stuff. 85 00:05:57,744 --> 00:06:03,234 And then to Cheri's point, as an ot, as the classroom teacher, as 86 00:06:03,234 --> 00:06:06,925 the intervention specialist, we're gonna take their messy draft one. 87 00:06:06,925 --> 00:06:08,515 We're gonna label it as draft one. 88 00:06:08,515 --> 00:06:13,915 We're gonna frame it, we wanna frame the messy, we wanna frame the draft one. 89 00:06:14,635 --> 00:06:21,085 Then we want kids to do the same locker note taking as a draft two, 90 00:06:21,085 --> 00:06:27,145 draft three, draft four, and it's going to become more organized and 91 00:06:27,835 --> 00:06:31,375 systematic as we continue the drafts. 92 00:06:33,205 --> 00:06:35,605 Then we're going to say to students, you know what? 93 00:06:35,635 --> 00:06:41,215 We're gonna give you a new game board that's gonna have boxes in the boxes, and 94 00:06:41,215 --> 00:06:46,645 now we're gonna help you mathematically notate in a more organized way. 95 00:06:47,560 --> 00:06:51,130 But at first in our explicit direct instruction, we can't start 96 00:06:51,130 --> 00:06:53,230 with the ultimate organization. 97 00:06:53,470 --> 00:06:56,530 We have to start with a messy note taking. 98 00:06:57,130 --> 00:07:00,909 And you've just seen a model of this, but if you're a type A control 99 00:07:00,909 --> 00:07:05,619 freak teacher, which most of you are, you need to get over that and give 100 00:07:05,650 --> 00:07:07,630 kids these draft one opportunities. 101 00:07:09,520 --> 00:07:09,850 Okay? 102 00:07:10,270 --> 00:07:11,470 So get back to the math. 103 00:07:11,470 --> 00:07:11,920 Natalie. 104 00:07:11,970 --> 00:07:13,559 Natalie's in the back of my head here. 105 00:07:13,559 --> 00:07:14,550 She's poking me. 106 00:07:15,029 --> 00:07:15,930 She's poking me. 107 00:07:15,930 --> 00:07:18,389 She's Jolie, hello. 108 00:07:18,389 --> 00:07:18,509 Hello. 109 00:07:20,759 --> 00:07:26,909 Okay, student number five is going to touch multiples of five. 110 00:07:26,909 --> 00:07:34,119 Now this is gonna get a lot quicker as we go, and I can stop at every 111 00:07:34,119 --> 00:07:35,349 moment and ask kids, what do you see? 112 00:07:35,349 --> 00:07:36,219 What do you notice? 113 00:07:36,939 --> 00:07:41,529 And you are gonna notice that we're gonna get a lot faster as we're going here. 114 00:07:41,830 --> 00:07:43,899 Six changes. 115 00:07:43,899 --> 00:07:47,980 6, 12, 18, 24. 116 00:07:48,519 --> 00:07:50,559 Okay, seven. 117 00:07:53,019 --> 00:07:54,880 I'm just trying to find a good color here. 118 00:07:54,939 --> 00:07:56,259 I guess I can use this one. 119 00:07:57,040 --> 00:07:59,439 Seven is gonna do seven. 120 00:07:59,739 --> 00:08:02,949 14, 21. Oh. 121 00:08:02,949 --> 00:08:06,460 And I could say to kids, what are the next three numbers that seven is gonna do? 122 00:08:06,639 --> 00:08:07,089 Seven. 123 00:08:07,089 --> 00:08:09,819 Did seven touch 7, 14, 21. 124 00:08:09,819 --> 00:08:10,989 What are the next three numbers? 125 00:08:11,259 --> 00:08:11,649 Boom. 126 00:08:11,649 --> 00:08:15,219 I can practice flat fact fluency right here. 127 00:08:16,149 --> 00:08:17,379 Right here in the middle of this. 128 00:08:17,499 --> 00:08:17,979 Okay. 129 00:08:18,759 --> 00:08:20,559 And then we're gonna do eight. 130 00:08:21,279 --> 00:08:24,009 And yes, I'm gonna take the time to do this and I'm gonna 131 00:08:24,009 --> 00:08:25,299 do this in front of my class. 132 00:08:25,299 --> 00:08:27,729 This is the explicit direct instruction part. 133 00:08:29,349 --> 00:08:29,979 Wow. 134 00:08:29,979 --> 00:08:31,059 Let me stop for a minute. 135 00:08:31,059 --> 00:08:31,509 Wait a minute. 136 00:08:31,509 --> 00:08:32,199 Let me stop. 137 00:08:32,199 --> 00:08:32,949 Hold the phone. 138 00:08:33,099 --> 00:08:34,059 Hold the phone. 139 00:08:34,059 --> 00:08:35,169 Stop the train. 140 00:08:35,559 --> 00:08:35,859 Okay. 141 00:08:35,859 --> 00:08:39,369 For all of you that are here live, what do you see? 142 00:08:39,369 --> 00:08:42,699 And notice right now, unmute or type it in the chat. 143 00:08:42,759 --> 00:08:43,569 What do you see? 144 00:08:43,569 --> 00:08:44,679 What do you notice? 145 00:08:45,069 --> 00:08:45,789 Unmute. 146 00:08:45,849 --> 00:08:46,929 Type it in the chat. 147 00:08:48,429 --> 00:08:49,059 What do you see? 148 00:08:49,059 --> 00:08:50,259 What do you notice? 149 00:08:57,529 --> 00:09:01,129 Four has an odd number of students touching it. 150 00:09:04,189 --> 00:09:04,879 Spirit 151 00:09:04,879 --> 00:09:05,239 fingers. 152 00:09:10,169 --> 00:09:12,569 Hey everybody, it's Cheri again. 153 00:09:12,989 --> 00:09:17,789 If you're loving these strategies and you want to join our Mastery 154 00:09:17,789 --> 00:09:23,999 Math Method Masterclass, we hold this hour long event once a month 155 00:09:24,059 --> 00:09:25,949 and we'd love to have you join. 156 00:09:26,519 --> 00:09:30,554 What we talk about there is how to improve your math skills in 10 days. 157 00:09:31,439 --> 00:09:35,759 Can you imagine 10 days, whether you are a math teacher or an occupational 158 00:09:35,759 --> 00:09:40,739 therapist, you can see exactly how to shift teaching so that every student, 159 00:09:40,889 --> 00:09:45,869 no matter their starting point, can master core math concepts and reserve. 160 00:09:46,649 --> 00:09:52,889 So reserve your seat today and go over to disability labs.com/calendar 161 00:09:53,069 --> 00:09:55,259 to check out the next event. 162 00:09:57,534 --> 00:09:58,854 What else do you notice? 163 00:10:00,264 --> 00:10:01,284 Yeah, Kathy. 164 00:10:01,734 --> 00:10:02,154 Kathy. 165 00:10:02,154 --> 00:10:03,684 Notices factors. 166 00:10:03,864 --> 00:10:04,704 You fancy. 167 00:10:04,824 --> 00:10:05,784 You fancy 168 00:10:08,454 --> 00:10:08,874 Amy? 169 00:10:08,874 --> 00:10:09,474 I love it. 170 00:10:09,474 --> 00:10:10,104 I love it. 171 00:10:10,464 --> 00:10:12,564 Amy is, okay. 172 00:10:12,564 --> 00:10:22,884 Look, Amy is the one person I know that is the highest level 173 00:10:22,884 --> 00:10:26,604 of type A. Would you agree, Amy? 174 00:10:28,434 --> 00:10:30,354 Like you are the ultimate type A person. 175 00:10:31,970 --> 00:10:33,865 I'm the ultimate not type A person. 176 00:10:35,905 --> 00:10:36,715 Would you agree? 177 00:10:37,194 --> 00:10:37,795 Yes. 178 00:10:38,005 --> 00:10:38,335 Okay. 179 00:10:39,144 --> 00:10:42,205 And Amy says, I love this. 180 00:10:43,734 --> 00:10:46,075 It looks organized to me, Sarah. 181 00:10:46,104 --> 00:10:52,085 See there's a, there's an organization that is stupid and then there's a 182 00:10:52,085 --> 00:10:56,525 messy organization that Amy loves as the ultimate type A person. 183 00:10:57,125 --> 00:10:59,494 And this is what that is. 184 00:10:59,545 --> 00:11:01,284 Amy, great point. 185 00:11:03,055 --> 00:11:04,585 I wanna add one thing here. 186 00:11:04,675 --> 00:11:04,975 Sure. 187 00:11:05,875 --> 00:11:11,185 And if your students are starting to get a little bit of disconnected to the 188 00:11:11,185 --> 00:11:15,625 engagement in the classroom, when I get to number eight, I'm bringing out the 189 00:11:15,625 --> 00:11:19,675 interlace bilateral integration and I am making 'em stand up and do the eight 190 00:11:20,695 --> 00:11:24,095 Cheri, tell us more about that for people that just need a little more. 191 00:11:24,875 --> 00:11:25,325 Sure. 192 00:11:26,135 --> 00:11:29,435 There are three types of bilateral integration. 193 00:11:29,585 --> 00:11:30,995 There is symmetrical. 194 00:11:31,205 --> 00:11:34,475 So if you think about your both hands are doing the same thing 195 00:11:34,475 --> 00:11:35,915 at the same time doing the thing. 196 00:11:36,035 --> 00:11:40,920 So I talk about karate kid, brush on wax off, wax on, wax off. 197 00:11:41,015 --> 00:11:43,475 Your arms are doing the same thing at the same time. 198 00:11:43,865 --> 00:11:45,635 They're painting that, that fence. 199 00:11:45,665 --> 00:11:47,645 Okay, you can be going this way. 200 00:11:47,645 --> 00:11:51,395 They're basically, they're both crossing your you at the same time. 201 00:11:51,395 --> 00:11:52,805 You're doing the same movement. 202 00:11:53,885 --> 00:11:59,465 Asymmetrical bilateral integration is like my example is writing one 203 00:11:59,465 --> 00:12:02,705 hand's, holding the paper, the other hand's doing the scribble. 204 00:12:04,055 --> 00:12:06,305 Hopefully not scribble, but you get my point. 205 00:12:06,965 --> 00:12:13,235 And then there's a third type of bilateral integration and that is trying to get 206 00:12:13,235 --> 00:12:18,275 both sides of the brain doing the same thing at the same time at a central point. 207 00:12:18,455 --> 00:12:21,155 And that's why I bring both hands together. 208 00:12:21,575 --> 00:12:24,605 I keep my hands facing away from me. 209 00:12:25,475 --> 00:12:29,165 Bring one behind the other, interlace my fingers. 210 00:12:29,495 --> 00:12:32,915 The hand that's on the outside hopefully is the writing hand. 211 00:12:32,915 --> 00:12:37,925 So they can mimic that three jaw chuck that they need to use when they have a 212 00:12:37,925 --> 00:12:40,235 pencil in their hand to be able to write. 213 00:12:40,415 --> 00:12:42,845 So if they're gonna write their eight 214 00:12:45,095 --> 00:12:47,225 in the air, they got both hands doing it. 215 00:12:47,525 --> 00:12:52,595 The benefit of doing interlace bilateral integration is you bring the 216 00:12:52,595 --> 00:12:58,715 logic brain, the creative brain, the subconscious brain and the spiritual 217 00:12:58,715 --> 00:13:01,115 brain together all at the same time. 218 00:13:03,455 --> 00:13:08,465 And you make sure you really integrate it well into your memory so that 219 00:13:08,465 --> 00:13:10,505 it comes back for long-term memory. 220 00:13:12,485 --> 00:13:14,645 And it also creates the movement. 221 00:13:14,975 --> 00:13:17,105 So you're gonna reengage the brain with novelty. 222 00:13:21,245 --> 00:13:21,935 Holy. 223 00:13:25,845 --> 00:13:26,745 Cheri, 224 00:13:28,760 --> 00:13:31,220 you are dropping bombs today, woman. 225 00:13:33,620 --> 00:13:34,160 Okay. 226 00:13:36,350 --> 00:13:37,490 All right, friends, here we go. 227 00:13:37,730 --> 00:13:40,100 We always say we work best when we don't plan. 228 00:13:40,850 --> 00:13:44,820 Hey I'm telling you, planning is so overrated. 229 00:13:46,290 --> 00:13:47,850 Planning is stupid. 230 00:13:48,000 --> 00:13:50,070 Thank you for saying that out loud. 231 00:13:52,200 --> 00:13:58,500 Planning is stupid, but yet that's what the entire discussion was 232 00:13:58,500 --> 00:14:00,270 on Wednesday night was planning. 233 00:14:04,110 --> 00:14:05,220 Oh man. 234 00:14:07,050 --> 00:14:09,200 Oh, we need to oh, that's good. 235 00:14:09,260 --> 00:14:12,500 Oh, Cheri, we need to expand on this. 236 00:14:12,950 --> 00:14:18,110 Not right now, 'cause I'm doing nines and then I'm doing 10 changes. 237 00:14:18,410 --> 00:14:23,630 Locker 10 and 20, and then 10 changes. 238 00:14:23,660 --> 00:14:29,300 30, 40, 50, 60. And then student 11. 239 00:14:31,070 --> 00:14:32,390 I'm running outta colors. 240 00:14:32,450 --> 00:14:36,080 I can use gray student 11. 241 00:14:36,170 --> 00:14:37,010 Oh my gosh. 242 00:14:37,010 --> 00:14:37,520 Look at this. 243 00:14:37,520 --> 00:14:38,210 What do you guys notice? 244 00:14:38,210 --> 00:14:40,580 I'm ready to put the 11 in the 11 box. 245 00:14:41,720 --> 00:14:46,280 The only number that's on locker 11 right now is one. 246 00:14:47,105 --> 00:14:51,865 So student 11 is finally going it's finally student eleven's turn and 247 00:14:51,865 --> 00:14:53,994 student 11 is gonna take change. 248 00:14:53,994 --> 00:14:59,935 Box 11 and 22 and then 33, 44, 55. 249 00:15:00,505 --> 00:15:00,924 But look 250 00:15:03,625 --> 00:15:06,564 guys, look at box 11 right now. 251 00:15:06,564 --> 00:15:08,394 I'm doing that in white and it didn't show up. 252 00:15:08,394 --> 00:15:08,994 That was dumb. 253 00:15:09,074 --> 00:15:09,854 Hold on a second. 254 00:15:11,174 --> 00:15:13,294 I need a way to make this profound. 255 00:15:13,744 --> 00:15:15,764 Let's just use let's just use Lime green. 256 00:15:16,014 --> 00:15:17,154 Look at box 11. 257 00:15:17,154 --> 00:15:18,774 Look at locker 11 right now. 258 00:15:19,624 --> 00:15:22,954 When student, when it was finally student eleven's turn 259 00:15:23,794 --> 00:15:26,044 and student 11 touched locker 11. 260 00:15:26,284 --> 00:15:31,334 The only other person that had touched it at that time was student one. 261 00:15:32,354 --> 00:15:38,594 So is locker 11 gonna be opened or closed? 262 00:15:40,754 --> 00:15:43,994 Does lock, is locker 11 gonna be opened or closed? 263 00:15:46,784 --> 00:15:56,654 Locker 11 is gonna be closed forever because how many students touch locker? 264 00:15:56,654 --> 00:15:58,784 11. Forever and ever. 265 00:15:58,784 --> 00:15:59,054 And ever. 266 00:15:59,054 --> 00:16:05,774 No matter how many students we have two students only, and exactly two 267 00:16:05,774 --> 00:16:08,114 students are gonna touch locker 11. 268 00:16:08,969 --> 00:16:14,729 Which students are going to touch locker 11, student one and student 11. 269 00:16:16,649 --> 00:16:19,739 Now, I forgot to say this at the beginning, but all the lockers 270 00:16:19,739 --> 00:16:25,539 start closed when we begin the game, all of the lockers start closed. 271 00:16:25,629 --> 00:16:26,199 Okay? 272 00:16:26,409 --> 00:16:29,019 All the lockers start closed. 273 00:16:29,829 --> 00:16:38,859 So student one opened locker 11 and student 11, closed locker 11. 274 00:16:39,099 --> 00:16:43,479 Now I'm doing a lot of telling of this to you because you're at a training 275 00:16:43,479 --> 00:16:47,229 and you're adults and I'm teaching you, and I'm telling you, telling 276 00:16:47,229 --> 00:16:51,759 is not the most effective form of instruction for ultimate learning. 277 00:16:52,029 --> 00:16:55,689 So I would facilitate what I just did with all of you different in the classroom. 278 00:16:55,689 --> 00:17:00,309 Just know that in the classroom I would say, oh guys, tell me about locker 11. 279 00:17:00,359 --> 00:17:01,739 Turn and talk about locker 11. 280 00:17:01,739 --> 00:17:05,579 And I would have the kids tell me, okay, I did that a little different 281 00:17:05,579 --> 00:17:09,809 because we're on a professional development training podcast ish. 282 00:17:10,119 --> 00:17:13,554 You're adults you want to be told you're coming here 'cause you wanna 283 00:17:13,559 --> 00:17:15,169 be told things 'cause you wanna grow. 284 00:17:15,439 --> 00:17:17,269 So it's just, it's a different situation. 285 00:17:17,269 --> 00:17:21,859 But in classrooms with kids, I wouldn't have facilitated it exactly that way. 286 00:17:21,869 --> 00:17:23,759 I want that point to be made for sure. 287 00:17:24,409 --> 00:17:27,019 And here's another quote of mine. 288 00:17:28,159 --> 00:17:33,409 If I as the teacher say it, kids hear it. 289 00:17:34,309 --> 00:17:41,809 Which is fine, which totally fine, but hearing it does not lead to mastery. 290 00:17:42,439 --> 00:17:42,949 Okay. 291 00:17:43,189 --> 00:17:51,469 So if I say it, they hear it, but if they, the students say it, they learn it. 292 00:17:52,819 --> 00:17:54,679 If I say it, they hear it. 293 00:17:54,709 --> 00:17:56,479 If they say it, they learn it. 294 00:17:57,229 --> 00:17:58,309 So I can say it. 295 00:17:58,319 --> 00:18:01,889 I'm not telling you to stop saying things you need to say 296 00:18:01,889 --> 00:18:03,304 and tell and direct and dah. 297 00:18:03,754 --> 00:18:08,044 You just can't, as the teacher have the expectation that they're going to learn 298 00:18:08,044 --> 00:18:11,794 it when we say it, they may not learn it. 299 00:18:11,824 --> 00:18:13,684 They're only going to hear it. 300 00:18:13,924 --> 00:18:15,364 Gosh, let me say that again. 301 00:18:16,294 --> 00:18:24,544 If we as the teacher say it, if we as the parent say it, if we as the adult say it, 302 00:18:25,744 --> 00:18:31,654 if we say it, they are not necessarily going to learn it and master it. 303 00:18:32,014 --> 00:18:34,864 We just need to know that we need to be real. 304 00:18:35,494 --> 00:18:37,744 Just because I say it does not mean they're gonna learn it. 305 00:18:38,974 --> 00:18:41,734 They'll hear it, but they're not gonna learn it. 306 00:18:42,544 --> 00:18:45,934 They might, but they most likely will not. 307 00:18:47,674 --> 00:18:53,284 In order for them to learn it, they have it. 308 00:18:58,489 --> 00:19:03,109 So somebody unmute right now because I'm gonna make you say what I just said. 309 00:19:03,109 --> 00:19:07,669 We're gonna use Natalie's method that is not yet named, but this 310 00:19:07,669 --> 00:19:10,669 is gonna be a profound turning point in all of education. 311 00:19:10,669 --> 00:19:13,669 Natalie, we're using Natalie's method. 312 00:19:13,849 --> 00:19:18,919 Somebody right now, tell me what I just said in your own words. 313 00:19:19,009 --> 00:19:20,599 Unmute and tell us. 314 00:19:30,949 --> 00:19:31,489 That's fine. 315 00:19:31,549 --> 00:19:33,319 I'm not gonna make you, I'm not gonna make you. 316 00:19:33,919 --> 00:19:34,429 Yep. 317 00:19:34,519 --> 00:19:40,219 So Beth, Cheri answered that the all of level one has exactly what 318 00:19:40,219 --> 00:19:42,289 you need to get to this level. 319 00:19:42,319 --> 00:19:42,439 Oh, good. 320 00:19:42,489 --> 00:19:42,939 Perfect. 321 00:19:43,479 --> 00:19:43,599 Okay. 322 00:19:43,604 --> 00:19:43,684 Thank you. 323 00:19:45,099 --> 00:19:45,549 Yep. 324 00:19:46,869 --> 00:19:48,549 Don't let this scare you away. 325 00:19:50,859 --> 00:19:52,899 Put what they have this locker chart in front of them as well 326 00:19:52,899 --> 00:19:56,529 as feeling it as, yes, Theresa. 327 00:19:56,529 --> 00:19:57,129 Good. 328 00:19:59,049 --> 00:19:59,679 Good. 329 00:19:59,709 --> 00:19:59,979 Okay. 330 00:19:59,979 --> 00:20:01,569 You guys are carrying on in the chat. 331 00:20:01,569 --> 00:20:01,899 You're good. 332 00:20:01,929 --> 00:20:02,289 Okay. 333 00:20:03,579 --> 00:20:06,309 Now I'm ready to be 12. 334 00:20:07,089 --> 00:20:07,449 See it. 335 00:20:07,449 --> 00:20:10,359 And it's important that I just take the time on this. 336 00:20:11,559 --> 00:20:13,539 This is not wasting time. 337 00:20:13,569 --> 00:20:19,569 This is you all that have seen the locker 47 times have never seen me do 338 00:20:19,569 --> 00:20:24,969 it like this, so it's worth the time, 339 00:20:27,819 --> 00:20:29,664 so chill the heck out. 340 00:20:32,044 --> 00:20:33,699 Okay, so what other lockers? 341 00:20:33,699 --> 00:20:37,629 So Student 12 is gonna touch Locker 12 and 24 on my chart, 342 00:20:37,869 --> 00:20:42,729 but also 36, oh, guess what? 343 00:20:42,819 --> 00:20:43,419 Do you guys remember? 344 00:20:43,419 --> 00:20:44,349 The 12 song? 345 00:20:46,509 --> 00:20:48,819 I'm a big fan of the 12 song with kinders. 346 00:20:48,849 --> 00:20:51,609 I teach kinders the 12 song and then we use it every grade. 347 00:20:51,999 --> 00:21:21,639 12, 20, 36 48, 6 7 2 8, 4 96, 1 0 8, 1 2 21 32. Let's do one more. 348 00:21:21,969 --> 00:21:26,199 1 44 Jazz hands. 349 00:21:29,154 --> 00:21:31,659 Okay, moving on. 350 00:21:33,099 --> 00:21:35,739 Let's do this one. 351 00:21:35,769 --> 00:21:36,459 Okay, that's fine. 352 00:21:36,729 --> 00:21:37,509 So what am I on? 353 00:21:37,509 --> 00:21:38,709 I'm on 13 here. 354 00:21:39,124 --> 00:21:39,344 Oh, 355 00:21:42,819 --> 00:21:45,249 son of a junior. 356 00:21:46,329 --> 00:21:46,779 Okay. 357 00:21:48,669 --> 00:21:50,289 Oh, that's not a good color. 358 00:21:50,289 --> 00:21:52,839 Because see, it's not, shoot. 359 00:21:53,109 --> 00:21:53,949 I'm gonna use that. 360 00:21:53,949 --> 00:21:55,689 That made that a three and not a two. 361 00:21:57,069 --> 00:21:59,319 Oh shoot guys. 362 00:22:00,549 --> 00:22:04,959 That must mean more about done today 'cause Okay. 363 00:22:06,039 --> 00:22:07,089 It is 1122. 364 00:22:07,089 --> 00:22:07,359 Dear. 365 00:22:07,689 --> 00:22:08,289 I know. 366 00:22:08,919 --> 00:22:15,219 So student 13, I just did this. 367 00:22:15,249 --> 00:22:20,859 Now what I'm gonna do with my students is I'm gonna be like, tell me about this. 368 00:22:20,859 --> 00:22:25,659 'cause they're gonna be like, now they're gonna be like so chatty. 369 00:22:26,824 --> 00:22:27,669 I'm gonna be like, okay. 370 00:22:27,669 --> 00:22:29,049 In your groups. 371 00:22:29,229 --> 00:22:31,299 In your groups, just talk to each other. 372 00:22:31,299 --> 00:22:31,809 Go 373 00:22:41,109 --> 00:22:42,069 Amy. 374 00:22:43,569 --> 00:22:46,569 See, Amy teaches first graders. 375 00:22:46,779 --> 00:22:47,259 Okay. 376 00:22:47,529 --> 00:22:50,379 She's probably not gonna teach all of this to her first graders. 377 00:22:50,379 --> 00:22:52,869 Maybe she will, but Amy. 378 00:22:53,949 --> 00:22:59,169 Is going to have a huge learning shift mathematically this year. 379 00:22:59,559 --> 00:23:03,249 Amy, you're gonna love level two of Mastery Math Methods 380 00:23:03,249 --> 00:23:04,749 year one intervention so much. 381 00:23:05,169 --> 00:23:07,809 'cause this isn't about your kids this year, Amy. 382 00:23:08,559 --> 00:23:09,549 This is about you. 383 00:23:09,909 --> 00:23:14,619 Level two is about you learning the mathematics, not what you're 384 00:23:14,619 --> 00:23:16,179 gonna be teaching to your kids. 385 00:23:16,299 --> 00:23:17,919 That's the point of all of this. 386 00:23:17,949 --> 00:23:18,759 You're a doll. 387 00:23:19,449 --> 00:23:21,969 You are so much Dolly. 388 00:23:21,969 --> 00:23:22,479 Dolly. 389 00:23:22,629 --> 00:23:23,139 Okay. 390 00:23:23,589 --> 00:23:31,489 And then on my specific game board here, and let me just use blue because 14 now. 391 00:23:31,549 --> 00:23:31,849 Oops. 392 00:23:31,849 --> 00:23:32,029 Nope. 393 00:23:32,029 --> 00:23:32,149 No. 394 00:23:32,149 --> 00:23:32,359 Nope. 395 00:23:32,389 --> 00:23:33,199 I wanted to use blue. 396 00:23:33,199 --> 00:23:33,949 I wanted to use blue. 397 00:23:34,039 --> 00:23:34,399 Okay. 398 00:23:34,699 --> 00:23:37,789 14 now is gonna do 14. 399 00:23:37,789 --> 00:23:40,429 And there's not a 28, but 15 is gonna change. 400 00:23:40,429 --> 00:23:43,969 15. And there's not a 30 and 16 is gonna change. 401 00:23:43,969 --> 00:23:47,009 16. So this is students get confused on this 'cause they're 402 00:23:47,009 --> 00:23:48,329 like, but there's no other numbers. 403 00:23:48,329 --> 00:23:49,379 Yeah, but there's one. 404 00:23:49,619 --> 00:23:52,839 They're afraid to have that student touch their own locker, even though 405 00:23:52,839 --> 00:23:54,129 that's what we've done all along. 406 00:23:54,399 --> 00:23:57,669 But it's yeah, there's only one, but you gotta do that. 407 00:23:57,699 --> 00:24:02,709 You gotta, even though you know I could do 20, 40, 60, 80, it's not there. 408 00:24:02,709 --> 00:24:03,549 We don't do it. 409 00:24:03,849 --> 00:24:11,199 But we still have to like student 22 still touches Locker 22, student 23. 410 00:24:11,259 --> 00:24:12,879 Ah, Amy. 411 00:24:13,494 --> 00:24:14,934 Amy, this is your number, 412 00:24:15,324 --> 00:24:16,224 Amy. 413 00:24:16,314 --> 00:24:19,854 See, and I think if you make a big deal about the turn and talk on 414 00:24:19,915 --> 00:24:22,165 11 oh my goodness, wait a minute. 415 00:24:22,165 --> 00:24:23,125 What just happened? 416 00:24:23,154 --> 00:24:24,804 It hasn't been touched since. 417 00:24:24,804 --> 00:24:28,165 Nu since person number one, locker number one. 418 00:24:28,194 --> 00:24:32,875 And then they'll be like, wait a minute, 13 then was the exact same 419 00:24:32,964 --> 00:24:38,154 and now 23, it only had the first person and themselves touch it. 420 00:24:38,184 --> 00:24:40,344 Like I think they'll see that connection. 421 00:24:41,665 --> 00:24:42,714 How can you not? 422 00:24:43,014 --> 00:24:43,224 Yeah. 423 00:24:43,644 --> 00:24:44,574 Do you see what I mean? 424 00:24:44,604 --> 00:24:45,654 How can you not? 425 00:24:46,614 --> 00:24:49,224 How can you not But now wait a minute. 426 00:24:49,254 --> 00:24:52,644 We can't do this on the first interaction of locker problem. 427 00:24:53,064 --> 00:24:56,604 This is not the first time kids see locker problem. 428 00:24:57,054 --> 00:25:01,074 It's probably not even the fifth time kids see locker problem. 429 00:25:01,944 --> 00:25:07,585 We can't, you can't rush art that comes from a movie. 430 00:25:08,034 --> 00:25:08,604 What is it? 431 00:25:08,654 --> 00:25:11,145 Is it Buzz Lightyear or Toy Story or something? 432 00:25:11,625 --> 00:25:13,095 You can't rush art. 433 00:25:13,455 --> 00:25:14,715 I think it's toy story. 434 00:25:17,025 --> 00:25:20,805 Anyway, what I'm saying is you can't rush this. 435 00:25:22,005 --> 00:25:26,835 You can't do all of this the first, like you can't do a week of locker 436 00:25:26,835 --> 00:25:31,125 problem every day Monday through Friday and then check it off your list and 437 00:25:31,125 --> 00:25:32,985 be like, I've done locker problem. 438 00:25:34,500 --> 00:25:35,970 It doesn't work that way. 439 00:25:36,390 --> 00:25:41,820 You need to do locker problem exposure one where they just play in season one. 440 00:25:42,090 --> 00:25:47,250 Then you might do locker problem three times in season two where they just 441 00:25:47,250 --> 00:25:49,890 play again, you're still not doing this. 442 00:25:51,900 --> 00:25:57,450 It might not be until kids have done locker problem for the 15th 443 00:25:57,450 --> 00:26:03,090 time that we finally say you guys have seen locker problem 14 times. 444 00:26:03,870 --> 00:26:05,700 Today we're gonna do it differently. 445 00:26:06,090 --> 00:26:09,090 I'm gonna give you the game board, but no pieces and we're gonna 446 00:26:09,090 --> 00:26:11,130 take notes on the locker problem. 447 00:26:12,840 --> 00:26:17,070 So this is Amy's number 23. 448 00:26:17,310 --> 00:26:22,050 So locker 23, student 23. 449 00:26:22,110 --> 00:26:28,470 The first locker student, 23 touches is locker 23 and then 46 and so on. 450 00:26:29,580 --> 00:26:31,359 As we wrap this series, we’ll zoom out. 451 00:26:32,179 --> 00:26:35,949 In our final segment of this series, we’ll connect all these interventions 452 00:26:35,949 --> 00:26:40,710 back to the bigger picture of mastery math, how division, storytelling, 453 00:26:40,979 --> 00:26:44,689 puzzles, and perseverance fit together to transform classrooms. 454 00:26:45,305 --> 00:26:46,405 Until then, remember. 455 00:26:46,655 --> 00:26:50,105 every student deserves the chance to see themselves as a mathematician. 456 00:26:50,574 --> 00:26:53,074 And as Cheri and Jonily say, Go Be Awesome! 457 00:26:53,074 --> 00:26:53,985 Go Be Brilliant! 458 00:26:54,414 --> 00:26:56,555 For you were put here for such a time as this.