1 00:00:00,000 --> 00:00:00,589 Speaker 4: Hey everybody! 2 00:00:00,589 --> 00:00:05,219 Welcome to Tier 1 Interventions, where we work on helping you 3 00:00:05,420 --> 00:00:08,000 gain the core in your classroom. 4 00:00:08,389 --> 00:00:10,769 I am Cheri Dotterer, your classroom coach. 5 00:00:10,769 --> 00:00:13,979 That's Cheri with a C and Dot with a stutter. 6 00:00:14,629 --> 00:00:20,179 I'm here today with Jonily Zupancic, your instructional coach on mathematics. 7 00:00:20,714 --> 00:00:27,194 And we are here to help learn, help you learn how to deliver your math 8 00:00:27,194 --> 00:00:29,754 instruction in a very unique way. 9 00:00:30,394 --> 00:00:33,275 Today we are going to talk about the pain problem. 10 00:00:33,575 --> 00:00:34,244 Jonily 11 00:00:34,264 --> 00:00:35,424 Speaker 6: get us started! 12 00:00:35,924 --> 00:00:36,614 Hey everybody. 13 00:00:36,614 --> 00:00:37,394 I'm Jay-Z. 14 00:00:37,424 --> 00:00:43,724 Jay-Z in the house, Jonily Zupancic and Tier one Interventions is, as Cheri said, 15 00:00:43,724 --> 00:00:47,054 strengthening your core regular classroom. 16 00:00:47,544 --> 00:00:54,874 This is for specifically the classroom teacher, partnering with the 17 00:00:54,874 --> 00:00:59,274 intervention specialist, instructional coach, curriculum leader, principal. 18 00:01:01,024 --> 00:01:05,084 Special Service Provider, Occupational Therapist, Speech Therapist. 19 00:01:05,514 --> 00:01:12,954 How can kids get exactly what they need in the Tier 1 Core Regular General Classroom? 20 00:01:13,504 --> 00:01:18,454 Too often we have kids leaving the room to be pulled out for small 21 00:01:18,464 --> 00:01:21,354 group Tier 2 or Tier 3 intervention. 22 00:01:21,834 --> 00:01:29,719 By today, in 2025, The amount of pullout that is needed or necessary, 23 00:01:29,729 --> 00:01:33,239 so to speak, is astronomical. 24 00:01:34,039 --> 00:01:42,779 We need to either avoid or severely reduce the need to pull students out of the 25 00:01:42,779 --> 00:01:45,229 Tier 1 Regular Core General Classroom. 26 00:01:46,559 --> 00:01:50,219 The strategy for doing this is strengthening the core. 27 00:01:50,599 --> 00:01:59,319 We must unlearn, relearn, and rethink how we operate in the regular classroom. 28 00:01:59,509 --> 00:02:05,349 How instruction is presented and delivered so that kids, all kids, 29 00:02:05,469 --> 00:02:13,829 regardless of disability, ability, any type of spectrum, neurodiversity, 30 00:02:15,449 --> 00:02:22,709 Neurodivergence, whatever students are dealing with, internally or externally, 31 00:02:24,359 --> 00:02:28,499 public, private, and any school should be able to meet their needs in the 32 00:02:28,509 --> 00:02:30,619 Tier 1 Regular General Core Classroom. 33 00:02:31,529 --> 00:02:37,009 We can do this with Tier 1 Interventions Mathematics, Mastery 34 00:02:37,009 --> 00:02:40,799 Math, based on 12 reference tasks. 35 00:02:41,319 --> 00:02:46,009 Reference tasks are such that they are presented, the same 36 00:02:46,009 --> 00:02:47,044 dirty dozen, to students. 37 00:02:47,204 --> 00:02:50,764 Every single year, the exact same tasks from preschool through high 38 00:02:50,764 --> 00:02:57,554 school, they are presented multi times a year, and every year, and 39 00:02:57,554 --> 00:02:59,754 the complexity increases over time. 40 00:03:00,424 --> 00:03:05,324 These tasks are sensory based, multi sensory, neuroscience, 41 00:03:05,375 --> 00:03:08,764 cognitively science, strategized. 42 00:03:09,599 --> 00:03:17,389 To help teachers and specialists as well as support specialists and school 43 00:03:17,389 --> 00:03:24,069 leaders create learning environments and experiences in the regular classroom. 44 00:03:24,859 --> 00:03:30,269 I know that's a long introduction, but as we have been presenting each module 45 00:03:30,269 --> 00:03:34,859 of tier 1 interventions, oftentimes we jump right into the content and 46 00:03:34,859 --> 00:03:37,159 I want to make sure that we review. 47 00:03:37,559 --> 00:03:42,529 And restate and make known what our purpose is. 48 00:03:42,609 --> 00:03:46,829 And our purpose is for all students to get exactly what they need in the 49 00:03:46,839 --> 00:03:49,379 regular classroom so that we can. 50 00:03:49,779 --> 00:03:54,709 Minimize the number of times and the number of students that are 51 00:03:54,709 --> 00:03:56,519 pulled from the regular classroom. 52 00:03:57,789 --> 00:04:00,179 Basically, we need to reinvent education. 53 00:04:03,569 --> 00:04:07,549 We are going to look at a few different parts today. 54 00:04:08,659 --> 00:04:10,439 At a few different 55 00:04:13,184 --> 00:04:17,414 Today I'm going to back up because although our reference task today 56 00:04:17,434 --> 00:04:21,314 is the paint problem is not about the paint problem at all. 57 00:04:22,354 --> 00:04:27,845 We are going to break down today's module into What is the most 58 00:04:27,855 --> 00:04:30,775 essential concept for math learning? 59 00:04:32,095 --> 00:04:36,275 Because the paint problem is a vehicle to get to that most essential concept. 60 00:04:37,115 --> 00:04:40,694 That's the first thing we're going to talk about is the most essential concept. 61 00:04:41,244 --> 00:04:48,905 If students just knew this math content piece, They could do 62 00:04:49,085 --> 00:04:50,895 almost anything mathematically. 63 00:04:51,575 --> 00:05:00,284 And this essential concept is in the standards subtly, not explicitly, 64 00:05:01,015 --> 00:05:02,705 from preschool through high school. 65 00:05:03,705 --> 00:05:10,805 Our first part today, and to launch into that, I'm going to say part one 66 00:05:11,175 --> 00:05:14,095 is looking at the essential standard. 67 00:05:14,875 --> 00:05:17,925 What are the essential standards for math? 68 00:05:20,035 --> 00:05:23,205 And then we're going to talk about how the paint problem facilitates that. 69 00:05:23,325 --> 00:05:28,465 Big part two are direct service providers. 70 00:05:29,755 --> 00:05:35,605 At one point in this session today, I'm going to say part two. 71 00:05:36,800 --> 00:05:41,010 How do we meet students functional needs? 72 00:05:41,450 --> 00:05:49,160 What are the most important functional needs that kids have that we can 73 00:05:49,160 --> 00:05:52,560 bring into the regular core classroom? 74 00:05:53,330 --> 00:06:00,170 Because what benefits, what is necessary for some, benefits all. 75 00:06:00,450 --> 00:06:01,580 Math essentials. 76 00:06:04,270 --> 00:06:09,370 Special Service Essentials, Functional Essentials, Non Academic Essentials. 77 00:06:10,770 --> 00:06:16,160 And then finally, we are going to unpack the paint problem mathematically. 78 00:06:16,660 --> 00:06:22,010 I'm going to write that down because I want to keep track of our checklist today. 79 00:06:22,860 --> 00:06:26,810 And I'm going to write this on the top of here because this is just going to be 80 00:06:26,910 --> 00:06:32,440 our, like, when we go back to this, I will section this into Part 1, Part 2, Part 3. 81 00:06:32,835 --> 00:06:37,155 Part one today, math essentials, 82 00:06:41,045 --> 00:06:42,795 and actually there's just one essential. 83 00:06:42,835 --> 00:06:43,385 That's it. 84 00:06:43,665 --> 00:06:44,945 There's only one thing. 85 00:06:45,255 --> 00:06:46,455 What's the one thing? 86 00:06:46,805 --> 00:06:48,805 There was a movie with Billy Crystal. 87 00:06:49,335 --> 00:06:50,605 The name has slipped me. 88 00:06:50,665 --> 00:06:53,715 We'll think of it, but the premise is. 89 00:06:54,185 --> 00:06:57,705 The idea is he's trying to search for the one thing. 90 00:06:59,265 --> 00:07:00,985 What makes humans happy? 91 00:07:01,625 --> 00:07:02,615 What's the one thing? 92 00:07:02,615 --> 00:07:08,345 Because I want, he goes on this journey to find this one thing. 93 00:07:09,385 --> 00:07:11,205 And it's the secret of happiness. 94 00:07:11,755 --> 00:07:18,575 What he finds out in the end is it's not as profound as what he originally thought. 95 00:07:20,065 --> 00:07:23,895 And he also found out That, City Slickers, thank you. 96 00:07:24,105 --> 00:07:24,825 City Slickers. 97 00:07:25,615 --> 00:07:30,545 He also found out that the one thing may be slightly different for others. 98 00:07:31,705 --> 00:07:34,165 In mathematics, there is a one thing. 99 00:07:35,825 --> 00:07:38,855 There's a one thing and it's not as profound as what 100 00:07:38,855 --> 00:07:40,055 you think it's going to be. 101 00:07:40,495 --> 00:07:42,985 I'm gonna say it and you're gonna be like, that can't be the one 102 00:07:42,985 --> 00:07:44,435 thing, that doesn't even make sense. 103 00:07:45,575 --> 00:07:47,715 But also paralleling the movie. 104 00:07:48,270 --> 00:07:52,450 That one thing looks different at every grade level. 105 00:07:53,180 --> 00:07:59,130 So what we're going to unpack today is the one math essential, and then how 106 00:07:59,200 --> 00:08:03,950 that progresses through the grades. 107 00:08:04,030 --> 00:08:05,640 What does that look like at first grade? 108 00:08:05,670 --> 00:08:07,280 What does it look like at fourth grade? 109 00:08:07,340 --> 00:08:08,890 What does it look like at seventh grade? 110 00:08:09,110 --> 00:08:11,420 What does it look like in tenth grade geometry? 111 00:08:12,410 --> 00:08:16,170 Because what we're missing in schools mathematically is a 112 00:08:16,190 --> 00:08:19,470 progression of experiences. 113 00:08:21,950 --> 00:08:24,360 That kids can build upon the previous year. 114 00:08:24,690 --> 00:08:25,940 Now we think we're doing that. 115 00:08:26,840 --> 00:08:31,230 We think we're doing that because the fourth grade teacher will say you guys, 116 00:08:31,440 --> 00:08:33,290 I know you learned this last year. 117 00:08:33,980 --> 00:08:36,550 It's not about the content and the learning, it's about the 118 00:08:36,550 --> 00:08:38,280 experiences they were engaged in. 119 00:08:38,500 --> 00:08:40,830 And that's the pure essence of reference tasks. 120 00:08:42,035 --> 00:08:44,815 We're going to break down the essential, 121 00:08:47,075 --> 00:08:51,025 but it's not always about the math in the math classroom. 122 00:08:51,855 --> 00:08:55,805 Now, secondary teachers, hear me out. 123 00:08:56,615 --> 00:09:00,105 I'm going to pick on you for a minute because I am 712 secondary certified. 124 00:09:00,105 --> 00:09:01,145 I am one of you. 125 00:09:02,755 --> 00:09:04,495 We have to be humbled. 126 00:09:06,685 --> 00:09:08,705 We do not just teach mathematics. 127 00:09:11,215 --> 00:09:14,515 We teach life and functionality. 128 00:09:15,285 --> 00:09:19,075 And through that, mathematics evolves. 129 00:09:20,275 --> 00:09:23,765 Because mathematics is thinking, it's reasoning, it's sense making. 130 00:09:24,315 --> 00:09:28,825 Mathematics is a training and exercising of the mind. 131 00:09:30,335 --> 00:09:31,715 Mathematics! 132 00:09:32,770 --> 00:09:41,630 is how we start to think logically, conceptually, contextually, and then we 133 00:09:41,630 --> 00:09:44,920 use those skills to our advantage in life. 134 00:09:45,750 --> 00:09:51,230 The second part of today is going to be the non academic. 135 00:09:51,545 --> 00:09:58,305 The functional and we have two of our amazing experts here today, Cheri and 136 00:09:58,305 --> 00:10:03,765 Teresa from the medical world, from the occupational therapy world that are going 137 00:10:03,775 --> 00:10:11,305 to be able to give us insight on what some of these key functionalities are. 138 00:10:11,495 --> 00:10:15,755 What are these subtle things that we can teach that are going to help 139 00:10:15,835 --> 00:10:18,725 our human beings in our classrooms? 140 00:10:19,275 --> 00:10:26,535 Function and live life better because we as the adults in the room have control 141 00:10:26,905 --> 00:10:31,845 over doing that through our content and not just through the math content. 142 00:10:32,035 --> 00:10:34,525 We're going to talk about through the math content specifically 143 00:10:34,525 --> 00:10:37,625 with Tier 1 interventions, but not just through the math content. 144 00:10:37,885 --> 00:10:42,085 We could do this through phys ed, through the arts, science, social studies. 145 00:10:42,815 --> 00:10:48,575 And then Part 3 today is unpacking the reference task. 146 00:10:48,910 --> 00:10:56,950 The paint problem and referring to how it relates to our academic 147 00:10:56,980 --> 00:10:59,320 and non academic standards. 148 00:11:00,010 --> 00:11:06,820 Now, in addition to that, in addition to that, there are 4 questions that 149 00:11:06,840 --> 00:11:12,130 we always like to answer, but our session today is not going to be 150 00:11:12,130 --> 00:11:14,540 broken down into these 4 parts. 151 00:11:15,010 --> 00:11:18,140 I'm going to put the 4 questions that we. 152 00:11:18,650 --> 00:11:21,010 Answer through this, like what's our why? 153 00:11:21,020 --> 00:11:23,040 Like, why do we care about this? 154 00:11:24,040 --> 00:11:27,260 I'm going to put that off to the side because other modules have 155 00:11:27,260 --> 00:11:29,020 been structured in that format. 156 00:11:29,510 --> 00:11:34,160 But today we're just going to keep those four things in mind as we 157 00:11:34,160 --> 00:11:35,810 go through each of these parts. 158 00:11:35,820 --> 00:11:39,180 Each of these parts will connect. 159 00:11:39,585 --> 00:11:45,455 To these other structures and one is how do we and I'll call 160 00:11:45,455 --> 00:11:52,825 this a how do we increase focus and engagement in the classroom. 161 00:11:54,975 --> 00:12:00,625 Because we talk in each module about how reference tasks do all 4 of 162 00:12:00,625 --> 00:12:07,915 these things that I'm going to list and then B, how do we individualize? 163 00:12:13,335 --> 00:12:18,455 With one lesson, less prep and less stress for the adult. 164 00:12:18,825 --> 00:12:19,685 That's the key. 165 00:12:20,095 --> 00:12:24,435 We all know ways of individualizing that take 17 hours to plan. 166 00:12:24,885 --> 00:12:28,485 No, we want to minimize the planning time, prep time, and stress time, 167 00:12:29,225 --> 00:12:33,115 and be able to do one lesson for an entire group of all ability levels. 168 00:12:33,935 --> 00:12:35,685 And be able to individualize this. 169 00:12:38,565 --> 00:12:42,805 The third piece is, How do we make math accessible? 170 00:12:44,405 --> 00:12:47,565 This is why I don't write these because I don't know how to spell accessible. 171 00:12:49,445 --> 00:12:52,685 I think that's correct, but chat me if not. 172 00:12:55,795 --> 00:13:01,255 And we cannot make math accessible by stripping the 173 00:13:01,265 --> 00:13:03,625 complexity and simplifying it. 174 00:13:04,685 --> 00:13:05,925 Because that's what we do. 175 00:13:06,855 --> 00:13:08,145 And it's not working. 176 00:13:09,195 --> 00:13:14,335 How do we increase the complexity and rigor of mathematics, even for our most 177 00:13:14,335 --> 00:13:19,675 struggling student, but also increase the accessibility at the same time? 178 00:13:20,295 --> 00:13:25,795 These are outcomes that we want from Tier 1 interventions. 179 00:13:26,385 --> 00:13:27,165 techniques. 180 00:13:27,825 --> 00:13:34,565 And then finally, how do we improve memory and retention of content? 181 00:13:39,415 --> 00:13:46,965 Here are all of the pieces that if you go back and watch any other module in 182 00:13:46,995 --> 00:13:55,145 Tier 1 Interventions Level 1, Year 1, different pieces of this are focused 183 00:13:55,145 --> 00:13:57,335 on depending on the reference task. 184 00:14:01,030 --> 00:14:08,210 There's our overview, and part one, right now, part one, is what 185 00:14:08,300 --> 00:14:10,880 are the math power standards. 186 00:14:11,800 --> 00:14:15,060 And I'm gonna make that singular and not plural. 187 00:14:15,520 --> 00:14:22,850 What is the standard, the concept, the content piece that if I had to 188 00:14:22,850 --> 00:14:30,560 pick just one to teach at every grade level, this would not only build fact 189 00:14:30,560 --> 00:14:36,060 fluency, automaticity, improved number sense, it would do everything that 190 00:14:36,060 --> 00:14:37,780 we want kids to have mathematically. 191 00:14:38,040 --> 00:14:42,190 In the chat right now, go ahead and type what you think. 192 00:14:42,915 --> 00:14:44,635 The one thing is. 193 00:14:45,195 --> 00:14:45,775 One. 194 00:14:46,025 --> 00:14:47,185 One concept. 195 00:14:47,365 --> 00:14:47,945 That's it. 196 00:14:55,495 --> 00:14:57,045 See, you all are well versed. 197 00:14:57,995 --> 00:15:02,215 Counting and skip counting is a part of the concept. 198 00:15:02,515 --> 00:15:03,385 Yes. 199 00:15:03,955 --> 00:15:05,735 Relationships. 200 00:15:05,975 --> 00:15:11,325 What is the big math concept that means relationships? 201 00:15:11,855 --> 00:15:16,155 There's a math term for understanding relationships. 202 00:15:17,375 --> 00:15:18,295 Mathematically. 203 00:15:18,745 --> 00:15:19,575 Function. 204 00:15:19,625 --> 00:15:20,235 Good. 205 00:15:21,825 --> 00:15:22,315 Okay. 206 00:15:22,865 --> 00:15:28,285 There is one important concept that is completely indirectly related to function, 207 00:15:28,925 --> 00:15:34,395 but is actually more important than function, and it's the pure essence. 208 00:15:35,850 --> 00:15:39,770 Of counting, Natalie, 209 00:15:55,100 --> 00:16:02,760 the only topic that we ever need to teach to improve all 210 00:16:02,850 --> 00:16:07,220 mathematical understanding is rate. 211 00:16:08,940 --> 00:16:13,780 But here's where we argue with ourselves and maybe our admin 212 00:16:13,810 --> 00:16:15,620 and maybe our curriculum people. 213 00:16:17,905 --> 00:16:25,185 This part one of this session is essential for all stakeholders 214 00:16:25,285 --> 00:16:28,185 in a school or district to hear. 215 00:16:30,635 --> 00:16:38,735 Because you're not going to see the word rate in a kindergarten set of standards. 216 00:16:40,435 --> 00:16:45,535 What you will see in the kindergarten standards is, we want kids to be able 217 00:16:45,535 --> 00:16:49,535 to count to a certain number by ones. 218 00:16:51,205 --> 00:16:56,375 10. Maybe it's to 100, maybe it's to 120. 219 00:16:56,975 --> 00:17:00,675 Some states in the United States have varied what that final 220 00:17:00,675 --> 00:17:02,035 number is for kindergarten. 221 00:17:02,075 --> 00:17:02,805 Doesn't matter. 222 00:17:03,975 --> 00:17:06,995 Me, I like 120 for all kids. 223 00:17:07,355 --> 00:17:09,025 And I like 120 charts. 224 00:17:09,865 --> 00:17:14,365 The other thing that I want to mention today is when I said the paint problem 225 00:17:14,365 --> 00:17:18,875 is not about the paint problem, Today is going to be a combination and connection 226 00:17:19,285 --> 00:17:22,165 of a few different reference tasks. 227 00:17:23,215 --> 00:17:28,605 And the reason I say that is because when you listen to this podcast or 228 00:17:28,605 --> 00:17:33,435 you're listening to this recording in this module of Tier 1 Interventions, 229 00:17:34,525 --> 00:17:39,735 I'm going to refer you back to some other podcasts and some other modules 230 00:17:39,965 --> 00:17:41,825 that you can get the connections. 231 00:17:42,775 --> 00:17:49,755 To rate and the 1st 1 is the module or any podcast. 232 00:17:51,120 --> 00:17:54,540 that has anything to do with 120 chart. 233 00:17:55,510 --> 00:17:57,550 I was in a kindergarten classroom yesterday. 234 00:17:57,610 --> 00:17:59,200 I had never met these kids. 235 00:17:59,310 --> 00:18:05,410 It was in a high poverty building and it was absolutely a beautiful experience. 236 00:18:06,270 --> 00:18:13,330 I walk in and I knew in my head I had four things, four reference tasks 237 00:18:13,710 --> 00:18:18,930 that I wanted to do in 35 minutes with kindergartners that I had never met. 238 00:18:19,470 --> 00:18:22,390 In a high poverty school with very high needs. 239 00:18:23,800 --> 00:18:31,750 I audio taped this and in tier one interventions on this module. 240 00:18:31,800 --> 00:18:39,080 If you are a member, I will put this kindergarten audio and it will 241 00:18:39,080 --> 00:18:43,370 be named kindergarten multitask. 242 00:18:44,155 --> 00:18:48,915 And rate you will have access to that audio. 243 00:18:48,915 --> 00:18:52,165 I just recorded it yesterday, it's not been uploaded anywhere 244 00:18:54,935 --> 00:19:00,115 before the four stimulations experiences. 245 00:19:00,115 --> 00:19:01,365 I wanted kids to have. 246 00:19:02,090 --> 00:19:05,860 were quick dots, fact based quick dots. 247 00:19:05,860 --> 00:19:13,390 There are two types of quick dots, fact based and function based. 248 00:19:13,530 --> 00:19:13,660 Fact 249 00:19:15,780 --> 00:19:19,780 based, and I'm going to show you right now the quick dot that I gave. 250 00:19:21,090 --> 00:19:30,620 Fact based is when each stage of the quick dot has the same number of dots. 251 00:19:31,390 --> 00:19:35,530 Each chunk of the quick dot has the same number of dots. 252 00:19:36,310 --> 00:19:41,920 This was the quick dot, and this will be uploaded into this module as well. 253 00:19:43,250 --> 00:19:48,160 For those of you that are listening to the podcast and not watching, there are seven 254 00:19:48,160 --> 00:19:55,080 chunks, and each chunk is a rectangle of eight dots, so two by four arrays. 255 00:19:56,020 --> 00:19:57,740 with eight dots each. 256 00:19:58,520 --> 00:20:00,180 This is a quick dot fact. 257 00:20:00,890 --> 00:20:02,540 This is to build fact fluency. 258 00:20:02,560 --> 00:20:06,040 This is to build single digit multiplication automaticity. 259 00:20:06,480 --> 00:20:10,500 A quick dot is, I show this to the kinders for a few seconds, I take it 260 00:20:10,500 --> 00:20:15,030 away, I have them raise their hands and tell me how many dots they see, and 261 00:20:15,030 --> 00:20:17,500 then how did they see the dots arranged. 262 00:20:19,270 --> 00:20:22,880 That is the one experience I wanted kids to have. 263 00:20:22,880 --> 00:20:27,980 Now because Each of these chunks, each of these stages, have the 264 00:20:27,980 --> 00:20:29,930 same exact number of dots, 8. 265 00:20:30,700 --> 00:20:33,339 The goal was to skip count by 8. 266 00:20:33,820 --> 00:20:37,090 We were at carpet, and we were just having conversations about this. 267 00:20:37,100 --> 00:20:37,610 What do you see? 268 00:20:37,610 --> 00:20:38,140 What do you notice? 269 00:20:38,140 --> 00:20:40,650 I show them the dots again, and I have kids talk about what 270 00:20:40,650 --> 00:20:41,880 they see and what they notice. 271 00:20:42,160 --> 00:20:43,410 What do they know about 8? 272 00:20:43,460 --> 00:20:44,429 How much is 1 8? 273 00:20:44,430 --> 00:20:45,379 How much are 2 8s? 274 00:20:45,790 --> 00:20:49,640 And then we practice a technique called whisper counting. 275 00:20:51,120 --> 00:20:58,635 Whisper counting helps toddlers, primary school kiddos, How to skip count by 276 00:20:58,635 --> 00:21:02,295 numbers that we would typically not have them skip count by like the number eight. 277 00:21:03,315 --> 00:21:09,225 At carpet, we started learning this whisper counting technique. 278 00:21:09,765 --> 00:21:14,475 We point to each dot in one chunk and we whisper two, three, 279 00:21:14,565 --> 00:21:17,255 four, five, six, seven, eight. 280 00:21:17,575 --> 00:21:22,065 When we get to the final dot in that chunk, that's our loud number. 281 00:21:22,085 --> 00:21:24,125 That's how many dots were in that chunk. 282 00:21:25,255 --> 00:21:28,265 Then I say to students, how much is one eight? 283 00:21:29,025 --> 00:21:29,395 Eight. 284 00:21:30,365 --> 00:21:32,255 And that's a phrase I want kids to know. 285 00:21:32,715 --> 00:21:34,505 Because this is what function is. 286 00:21:35,155 --> 00:21:36,695 One eighth is eight. 287 00:21:36,925 --> 00:21:39,075 Then how much are a hundred eighths? 288 00:21:39,475 --> 00:21:40,115 Do you see? 289 00:21:40,485 --> 00:21:41,475 That jump, 290 00:21:43,765 --> 00:21:48,945 that efficient counting, that explicit rule is all about function. 291 00:21:50,065 --> 00:21:55,655 Being able to figure out what the explicit rule is to be able to do higher numbers. 292 00:21:56,860 --> 00:21:58,080 with a certain pattern. 293 00:21:59,050 --> 00:22:00,700 Then we say, okay, what was our loud number? 294 00:22:00,750 --> 00:22:01,100 Eight. 295 00:22:01,440 --> 00:22:02,470 Let's whisper again. 296 00:22:03,010 --> 00:22:07,440 Nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen. 297 00:22:08,620 --> 00:22:09,980 Sixteen is our loud number. 298 00:22:10,270 --> 00:22:11,410 How much are two eights? 299 00:22:11,810 --> 00:22:12,420 Sixteen. 300 00:22:13,340 --> 00:22:14,400 Then we whisper count. 301 00:22:14,895 --> 00:22:20,505 And then I say to students, I wonder how much four eights are. 302 00:22:21,865 --> 00:22:23,215 I had never met these kids. 303 00:22:23,425 --> 00:22:24,905 They had never done this before. 304 00:22:24,935 --> 00:22:26,065 They'd never done a quick dot. 305 00:22:26,065 --> 00:22:27,475 They'd never done a whisper counting. 306 00:22:28,515 --> 00:22:31,635 And right away, I release them to go back to their seats. 307 00:22:32,365 --> 00:22:38,035 I give them a 120 chart that I'm going to show you 308 00:22:40,845 --> 00:22:42,395 a visual of right now. 309 00:22:43,690 --> 00:22:46,450 There are many adaptations. 310 00:22:46,610 --> 00:22:48,940 Cheri, I want you to talk about this when we get to the function. 311 00:22:48,980 --> 00:22:50,320 Oh, talk about, let's talk about it now. 312 00:22:50,320 --> 00:22:51,130 She's got it right there. 313 00:22:51,460 --> 00:22:52,400 This girl is on. 314 00:22:53,280 --> 00:22:56,470 This is why she's our brain boss, okay? 315 00:22:56,470 --> 00:23:01,270 This is why Cheri is our classroom coach, brain boss, partner in crime. 316 00:23:01,770 --> 00:23:04,470 You name it, the girl's got it all. 317 00:23:05,070 --> 00:23:09,600 I like four 120 charts on a sheet, and my kinders didn't 318 00:23:09,610 --> 00:23:10,950 have too much trouble with this. 319 00:23:11,610 --> 00:23:18,740 But, an adaptation when we start utilizing the 120 chart for other exercises. 320 00:23:19,410 --> 00:23:23,790 Cheri has taken the 120 chart where I put 4 on an 8. 321 00:23:23,810 --> 00:23:32,680 8. 5 by 11 sheet, and she has enlarged one 120 chart to put on two 322 00:23:32,680 --> 00:23:33,195 sheets. 323 00:23:33,195 --> 00:23:34,740 Cheri, talk to 324 00:23:34,740 --> 00:23:37,890 Speaker 6: us a little bit about this adaptation, which these are 325 00:23:37,890 --> 00:23:40,720 the things we're going to talk to you about in part two of today, 326 00:23:40,760 --> 00:23:44,720 which is some of those adaptations and functionalities, non academic 327 00:23:44,720 --> 00:23:46,320 things that we can support kids with. 328 00:23:46,610 --> 00:23:48,240 Cheri, tell us about what you did here. 329 00:23:50,800 --> 00:23:51,760 Speaker 4: How simple. 330 00:23:51,880 --> 00:23:52,920 I used Canva. 331 00:23:53,370 --> 00:23:54,910 I just took the image. 332 00:23:55,295 --> 00:23:57,935 of a 120 chart, not a PDF. 333 00:23:58,525 --> 00:24:04,865 I took an image of a 120 chart and I grew it to fit on the 8. 334 00:24:05,025 --> 00:24:12,855 5 by 11 and then took another page and moved the 120 chart to the other 335 00:24:12,855 --> 00:24:17,095 side and put the rest of the 120 chart on a second sheet of paper in 336 00:24:17,095 --> 00:24:19,415 Canva and then taped them together. 337 00:24:19,765 --> 00:24:27,450 The other thing I did was created 1, 1 20 chart on four pieces of paper because 338 00:24:27,980 --> 00:24:33,530 Amy, one of the teachers we have in the classroom today had a, has a student who 339 00:24:33,530 --> 00:24:39,930 was had difficulty, I can get the words out, who has had difficulty with his 340 00:24:39,930 --> 00:24:42,540 vision and needed things even bigger. 341 00:24:42,540 --> 00:24:48,540 One of the adaptations that you can do for the one 20 chart is in making it bigger. 342 00:24:48,960 --> 00:24:51,030 I won't know if I'd go much smaller than what. 343 00:24:51,140 --> 00:24:52,160 Jonily has there. 344 00:24:52,160 --> 00:24:52,460 Agreed. 345 00:24:52,960 --> 00:24:57,010 But one of the things that I am working with, I have a student that I'm tutoring 346 00:24:57,010 --> 00:25:01,350 right now in mathematics, and one of the things that we have been talking 347 00:25:01,350 --> 00:25:07,460 about is taking the four on one page, but she wanted the full size, so 348 00:25:07,460 --> 00:25:09,505 she's using full size one 20 chart. 349 00:25:10,800 --> 00:25:16,620 And she's highlighting her multiplication tables, and then we are laminating 350 00:25:16,630 --> 00:25:18,940 them so that she has them available. 351 00:25:19,230 --> 00:25:23,790 And because they're full size, as she's having to struggle with being 352 00:25:23,790 --> 00:25:26,530 able to see the smaller Smaller ones. 353 00:25:26,830 --> 00:25:31,650 It had, we've been working on that and trying to link that back to what 354 00:25:31,650 --> 00:25:34,770 it looks like when she has a problem in front of her in the classroom. 355 00:25:35,340 --> 00:25:41,080 Mom tells me that she is starting to use the 120 chart in her digital math program. 356 00:25:41,580 --> 00:25:45,610 It is, she is starting to carry it over into other instruction. 357 00:25:46,720 --> 00:25:51,000 Speaker 6: This is beautiful because if you are aware of 358 00:25:51,130 --> 00:25:55,490 Hattie's research, visible learning, it's not the same as visual. 359 00:25:55,550 --> 00:25:56,800 We're not talking about visual here. 360 00:25:57,180 --> 00:26:02,300 Visible learning is understanding as the instructor or facilitator. 361 00:26:03,065 --> 00:26:06,305 What the student is thinking and what their brain is doing. 362 00:26:06,585 --> 00:26:12,575 It's a instructional technique, a facilitation act technique that extracts 363 00:26:12,585 --> 00:26:16,785 student perspective, which we talk about all the time in Minds on Math, 364 00:26:16,815 --> 00:26:20,835 our achievement formula, our first component is what's called stimulus. 365 00:26:21,315 --> 00:26:25,315 A stimulus, and when we prompt it, we say, tell me about this. 366 00:26:25,405 --> 00:26:25,885 What do you see? 367 00:26:25,885 --> 00:26:26,575 What do you notice? 368 00:26:26,575 --> 00:26:28,065 Just like I did with the quick dots. 369 00:26:28,515 --> 00:26:29,795 When we do that. 370 00:26:30,020 --> 00:26:34,450 Our goal is to extract student perspective and extract student thinking 371 00:26:34,960 --> 00:26:39,580 so that we then can help them apply. 372 00:26:39,640 --> 00:26:44,560 And what Hattie says in his research is we need techniques and 373 00:26:44,560 --> 00:26:47,350 strategies that are transferable. 374 00:26:48,060 --> 00:26:52,550 If we have instructional facilitation strategies that allow students 375 00:26:52,550 --> 00:26:54,410 to transfer that experience. 376 00:26:54,855 --> 00:26:59,895 Just like Cheri said, this child now is using the 120 chart from math 377 00:26:59,955 --> 00:27:05,025 tutoring session, but applying it, transferring that strategy and technique. 378 00:27:05,490 --> 00:27:07,090 to her digital program. 379 00:27:07,950 --> 00:27:12,550 So when we can get transfer of knowledge, that is the highest 380 00:27:12,550 --> 00:27:14,270 level of learning and understanding. 381 00:27:14,600 --> 00:27:17,180 And that's what we want students to be able to do. 382 00:27:17,610 --> 00:27:23,390 Transfer of knowledge does not happen when we teach algorithms and procedures. 383 00:27:24,030 --> 00:27:27,180 I'm not saying don't teach algorithms and procedures. 384 00:27:27,440 --> 00:27:30,590 We need to teach algorithms and procedures. 385 00:27:30,960 --> 00:27:35,080 But just understand that is not going to elevate understanding of number. 386 00:27:35,100 --> 00:27:36,610 It's not going to elevate number sense. 387 00:27:36,610 --> 00:27:38,590 It's not going to elevate math achievement. 388 00:27:38,920 --> 00:27:41,600 It's not going to increase thinking, reasoning, and sensemaking. 389 00:27:41,780 --> 00:27:46,170 And it's definitely not going to create a transfer knowledge 390 00:27:46,280 --> 00:27:48,110 application opportunity. 391 00:27:48,675 --> 00:27:51,725 So just keep those in mind, depending on what your goals are. 392 00:27:52,375 --> 00:27:58,355 The other reason I like what Cheri said about the much larger spaces is, then we 393 00:27:58,355 --> 00:28:01,145 have room to put a physical manipulative. 394 00:28:01,175 --> 00:28:02,385 I like cubes. 395 00:28:02,700 --> 00:28:04,340 I like block cubes. 396 00:28:04,340 --> 00:28:05,620 Those are one of my favorites. 397 00:28:06,020 --> 00:28:07,700 Don't like the teddy bear. 398 00:28:08,230 --> 00:28:11,510 The teddy bear has no mathematical structure. 399 00:28:11,790 --> 00:28:14,320 I'm not in love with teddy bears as manipulatives. 400 00:28:14,370 --> 00:28:20,030 I'm in love with blocks as manipulatives because we can transfer the block to a 401 00:28:20,030 --> 00:28:22,010 lot of other math concepts and skills. 402 00:28:22,120 --> 00:28:23,990 That comes back to that transfer technique. 403 00:28:24,980 --> 00:28:30,880 What I also like about what Cheri said is, Now, one of the reasons 404 00:28:30,880 --> 00:28:36,260 that Cheri actually enlarged the 120 chart is another one of our reference 405 00:28:36,280 --> 00:28:40,710 tasks and another one of our tier one interventions modules is locker problem. 406 00:28:41,380 --> 00:28:45,250 So in the locker problem, we use a good solving problem solving strategy. 407 00:28:45,665 --> 00:28:46,925 Use a smaller number. 408 00:28:46,965 --> 00:28:48,455 So a locker problem. 409 00:28:48,455 --> 00:28:52,635 We have 100 students in 100 lockers and they go through and play this game. 410 00:28:53,135 --> 00:28:58,115 Through this problem, we want to generalize patterns with a smaller number. 411 00:28:58,115 --> 00:29:00,835 So we make a game board with 24 lockers. 412 00:29:01,305 --> 00:29:04,945 But if you want to extend that and look at the complexity of what happens in 413 00:29:04,945 --> 00:29:08,855 the phenomenon mathematically of the locker problem, Cheri's I want to look 414 00:29:08,855 --> 00:29:11,145 at the 1 20 chart and I want to use. 415 00:29:11,465 --> 00:29:17,515 Pieces that are TR two color and she has purple on one side, white on the other, 416 00:29:17,915 --> 00:29:20,135 and she's gonna show that to us right now. 417 00:29:20,395 --> 00:29:25,065 She actually took the whole one 20 chart and she's acting out locker problem, 418 00:29:25,065 --> 00:29:27,705 not with the game board of 24 lockers. 419 00:29:27,705 --> 00:29:28,125 Now that. 420 00:29:28,610 --> 00:29:32,040 that we've had a lot of interaction with 24 lockers. 421 00:29:32,240 --> 00:29:34,840 What if we have 100 or 120 lockers? 422 00:29:35,070 --> 00:29:37,530 We can do the same repeated reasoning. 423 00:29:37,530 --> 00:29:42,830 We can do the same iterations, but now we need the chart to be bigger to include 424 00:29:42,830 --> 00:29:48,030 more numbers so that we can see how that experience, how that locker problem 425 00:29:48,370 --> 00:29:50,930 creates this natural math phenomenon. 426 00:29:51,450 --> 00:29:58,980 So the point of all this is that We have in tier one interventions, not only the 427 00:29:59,020 --> 00:30:04,940 answers to all of your math troubles, but we also provide the adaptations so 428 00:30:04,940 --> 00:30:07,150 that all students can be successful. 429 00:30:07,350 --> 00:30:09,080 That's the accessibility piece. 430 00:30:09,260 --> 00:30:12,860 We want to continue to increase the rigor and complexity, but we 431 00:30:12,860 --> 00:30:16,400 want to make it accessible for all students, all levels, all ability 432 00:30:16,400 --> 00:30:19,030 levels, all of all functional levels. 433 00:30:19,675 --> 00:30:23,645 Even our most struggling students, but you can also see how this one 434 00:30:23,645 --> 00:30:29,485 lesson can enhance and stimulate our most gifted student, which oftentimes 435 00:30:29,505 --> 00:30:33,625 they get shortchanged because we're trying to keep everyone up. 436 00:30:34,025 --> 00:30:37,285 They never get as far as the gifted child's thinking. 437 00:30:37,595 --> 00:30:41,015 And so the gifted child never gets to go above and beyond. 438 00:30:41,245 --> 00:30:44,125 But with reference tasks and our instructional delivery 439 00:30:44,125 --> 00:30:45,955 strategy, we're able to do that. 440 00:30:49,860 --> 00:30:54,655 Speaker 11: If you could do us a favor, can you subscribe, ring that bell on 441 00:30:54,665 --> 00:31:03,575 YouTube, like us on Facebook, and comment on these podcasts that we're sharing. 442 00:31:03,645 --> 00:31:04,515 Tell us what you like. 443 00:31:04,645 --> 00:31:04,925 Tell us 444 00:31:04,925 --> 00:31:05,715 what you don't like. 445 00:31:06,105 --> 00:31:06,410 We want to know.