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 --> 00:00:55,625
Mastery Math Method is strengthening
our tier one core general classroom.

15
00:00:55,985 --> 00:01:00,425
We cannot have in our schools effective
interventions and effective tier two and

16
00:01:00,425 --> 00:01:03,935
tier three without the strongest core.

17
00:01:04,325 --> 00:01:08,405
So if you're listening to this, that's
the mindset that I want you to have.

18
00:01:09,245 --> 00:01:11,135
You should be listening to this.

19
00:01:11,255 --> 00:01:15,155
If you are a general classroom teacher,
a special ed teacher, a parent, a

20
00:01:15,155 --> 00:01:19,625
school board member, a superintendent, a
curriculum director, a principal, every

21
00:01:19,625 --> 00:01:26,945
stakeholder should be involved in the
qualities of a strong tier one general

22
00:01:26,945 --> 00:01:31,445
classroom environment and the experiences
that students are going to have.

23
00:01:31,925 --> 00:01:35,165
But again, the disclaimer
is this is upleveled.

24
00:01:35,375 --> 00:01:36,755
Natalie, I'm gonna use your word.

25
00:01:36,755 --> 00:01:37,325
I love it.

26
00:01:37,355 --> 00:01:41,525
I think it was uplevel it like
you're, it's, this is definitely the

27
00:01:41,765 --> 00:01:44,855
level version of the mathematics.

28
00:01:45,155 --> 00:01:49,175
So to get the lower level versions,
you'll listen to some other podcasts,

29
00:01:49,475 --> 00:01:52,775
but don't not listen to this
because you don't understand it.

30
00:01:53,445 --> 00:01:58,485
Please share the movement, and subscribe
on YouTube Tier one interventions podcast.

31
00:01:58,485 --> 00:02:01,335
Tell your friends, neighbors,
relatives, enemies.

32
00:02:01,635 --> 00:02:02,625
We don't care who it is.

33
00:02:02,905 --> 00:02:03,625
And subscribe.

34
00:02:04,405 --> 00:02:08,935
So behind me, you're gonna see
the result of many other groups

35
00:02:08,935 --> 00:02:10,195
that I am leading this year.

36
00:02:10,195 --> 00:02:13,975
So I'm leading a masterclass
group, a mastermind group.

37
00:02:14,055 --> 00:02:16,564
But put your information in the comments.

38
00:02:16,564 --> 00:02:17,554
We will get back to you.

39
00:02:18,155 --> 00:02:20,254
You know what, Cheri, I
always forget about this.

40
00:02:20,284 --> 00:02:21,274
I always forget about this.

41
00:02:21,274 --> 00:02:21,994
You are so good.

42
00:02:21,994 --> 00:02:23,044
I love you so much.

43
00:02:23,494 --> 00:02:27,004
And I'm gonna reiterate that if you're
listening on a podcast or you're

44
00:02:27,004 --> 00:02:31,534
watching the podcast on YouTube,
I've already said and subscribe.

45
00:02:32,315 --> 00:02:35,465
We have to ask ourselves, did
any of it change the behavior?

46
00:02:36,725 --> 00:02:38,855
Did any of it change the behavior?

47
00:02:38,975 --> 00:02:41,885
And if the answer is no, then
we have to do something that's

48
00:02:41,885 --> 00:02:42,785
gonna change the behavior.

49
00:02:42,965 --> 00:02:47,975
So don't just get online and throw out
your complaints about the school system.

50
00:02:48,274 --> 00:02:48,754
Okay.

51
00:02:48,785 --> 00:02:50,135
Nobody wants to hear that.

52
00:02:50,645 --> 00:02:58,714
Let's have good positive energy and
real conversations about strategies

53
00:02:58,714 --> 00:03:03,515
and techniques that can actually
make a difference and make changes.

54
00:03:03,754 --> 00:03:06,455
I'm leading a Saturday math group.

55
00:03:06,635 --> 00:03:10,024
There's lots of different types of
groups that I'm leading this year.

56
00:03:10,175 --> 00:03:13,865
And this was one of the main
content pieces that I started

57
00:03:13,865 --> 00:03:15,155
this school year off with.

58
00:03:15,214 --> 00:03:17,285
And it is the CES.

59
00:03:17,314 --> 00:03:21,395
The CESC is for building a culture.

60
00:03:21,455 --> 00:03:26,314
C is for culture building and
launching a culture, a flavor, a

61
00:03:26,314 --> 00:03:28,745
tone, a brand in your classroom.

62
00:03:29,015 --> 00:03:35,435
So I'm gonna talk a lot about the
feel of the classroom in Mastery Math

63
00:03:35,435 --> 00:03:39,725
Method E for the CESE is essential.

64
00:03:40,145 --> 00:03:44,705
If everything is important,
nothing is important, so I'm

65
00:03:44,705 --> 00:03:48,185
gonna be focusing on essentials.

66
00:03:48,274 --> 00:03:51,635
There are certain things in math
that are absolutely essential

67
00:03:51,665 --> 00:03:53,794
that leverage everything else.

68
00:03:54,155 --> 00:03:58,024
We were talking before we actually
started the podcast recording.

69
00:03:58,804 --> 00:04:02,054
And there was a question that said,
do we have to start with addition or

70
00:04:02,054 --> 00:04:04,994
subtraction or can we start with division?

71
00:04:05,144 --> 00:04:09,564
So someone here said, I just listened
to your division is counting podcast.

72
00:04:09,714 --> 00:04:11,394
I wanna do that with my littles.

73
00:04:11,394 --> 00:04:14,124
I wanna do that with my kids
that are really far behind

74
00:04:14,124 --> 00:04:15,684
in math, math, mathematics.

75
00:04:15,894 --> 00:04:17,544
I wanna do that with my strugglers.

76
00:04:17,934 --> 00:04:22,434
Like I loved the division is counting
podcast, but do I need the addition,

77
00:04:22,614 --> 00:04:24,084
subtraction, and multiplication?

78
00:04:24,084 --> 00:04:24,894
One first.

79
00:04:25,284 --> 00:04:27,864
The ultimate answer is no.

80
00:04:28,584 --> 00:04:34,254
Division is more essential than addition,
subtraction, and multiplication.

81
00:04:34,554 --> 00:04:39,264
Division exposures and division
experiences are more essential.

82
00:04:39,264 --> 00:04:42,594
So if I'm gonna teach operation,
I'm gonna choose to teach

83
00:04:42,594 --> 00:04:44,334
division more than anything else.

84
00:04:44,695 --> 00:04:48,954
Then I'm gonna use division as
the vehicle to teach addition,

85
00:04:48,954 --> 00:04:50,394
subtraction, multiplication.

86
00:04:51,654 --> 00:04:54,504
If you haven't listened to the
episode with division is counting,

87
00:04:54,504 --> 00:04:55,884
go back and take a look at that.

88
00:04:56,034 --> 00:04:57,445
There are actually two of them now.

89
00:04:58,594 --> 00:05:00,994
Hey everybody, it's Cheri again.

90
00:05:01,414 --> 00:05:06,214
If you're loving these strategies
and you want to join our Mastery

91
00:05:06,214 --> 00:05:12,424
Math Method Masterclass, we hold
this hour long event once a month

92
00:05:12,484 --> 00:05:14,374
and we'd love to have you join.

93
00:05:14,944 --> 00:05:18,979
What we talk about there is how to
improve your math skills in 10 days.

94
00:05:19,864 --> 00:05:24,184
Can you imagine 10 days, whether you
are a math teacher or an occupational

95
00:05:24,184 --> 00:05:29,164
therapist, you can see exactly how to
shift teaching so that every student,

96
00:05:29,314 --> 00:05:34,294
no matter their starting point, can
master core math concepts and reserve.

97
00:05:35,074 --> 00:05:41,314
So reserve your seat today and go
over to disability labs.com/calendar

98
00:05:41,494 --> 00:05:43,684
to check out the next event.

99
00:05:45,960 --> 00:05:49,199
there's level one division is counting,
and level two division is counting.

100
00:05:49,979 --> 00:05:54,749
Then as we are exposing kids to division
and we're teaching addition, subtraction

101
00:05:54,749 --> 00:06:01,949
and multiplication through it, we have
now shortened the time for mastery.

102
00:06:03,449 --> 00:06:05,940
You see a lot of things that
I hear in schools and with

103
00:06:05,940 --> 00:06:07,170
teachers is we don't have time.

104
00:06:07,170 --> 00:06:07,650
We don't have time.

105
00:06:07,650 --> 00:06:08,249
We need more time.

106
00:06:08,249 --> 00:06:08,554
We don't.

107
00:06:08,639 --> 00:06:10,289
We do not need more time.

108
00:06:11,610 --> 00:06:14,940
As a matter of fact,
I'm gonna cut your time.

109
00:06:15,600 --> 00:06:16,650
In a third.

110
00:06:17,340 --> 00:06:21,000
I'm only gonna give you a third of your
time, and I'm gonna tell you with the

111
00:06:21,000 --> 00:06:29,160
mastery math method strategies, you can
do all of this and more in a third of

112
00:06:29,160 --> 00:06:31,290
the current time you have with students.

113
00:06:33,120 --> 00:06:38,370
By focusing on essentials and the right
essentials, you can't pick the essentials.

114
00:06:39,060 --> 00:06:42,810
We are going to pick the essentials
for you because for the last 26

115
00:06:42,810 --> 00:06:48,330
years, I have studied what the high
leverage concepts of mathematics are.

116
00:06:49,650 --> 00:06:51,180
Think about toddlers for a moment.

117
00:06:51,330 --> 00:06:52,950
'cause I wanna give a
concrete example here.

118
00:06:53,700 --> 00:06:55,020
Think about toddlers for a moment.

119
00:06:55,560 --> 00:06:57,240
What are toddlers good at?

120
00:06:57,819 --> 00:06:58,990
I should say this.

121
00:06:59,199 --> 00:07:01,659
What do toddlers know a lot about?

122
00:07:01,689 --> 00:07:04,209
They're not good at this because a
lot of them don't like doing this, but

123
00:07:04,209 --> 00:07:07,329
what do they know a lot about sharing?

124
00:07:07,629 --> 00:07:12,490
Equally, three-year-olds are very aware.

125
00:07:13,240 --> 00:07:18,969
If they don't have the same exact amount
as somebody else that is division,

126
00:07:20,229 --> 00:07:25,599
we're losing a great opportunity
by wasting our time on addition,

127
00:07:25,599 --> 00:07:27,099
subtraction, and multiplication.

128
00:07:29,199 --> 00:07:36,369
Think about the other thing that toddlers
know a lot about, asking questions.

129
00:07:38,319 --> 00:07:42,609
My friends, when kids get to
third, fourth, fifth grade.

130
00:07:43,554 --> 00:07:44,514
Secondary.

131
00:07:45,684 --> 00:07:51,834
We have untaught them
to ask great questions.

132
00:07:52,014 --> 00:07:54,564
We have schooled it out of them.

133
00:07:55,734 --> 00:07:57,624
We have unlearned them.

134
00:07:59,754 --> 00:08:03,474
This is what school is doing, this is what
traditional school is doing to our kids.

135
00:08:06,474 --> 00:08:10,704
So essentials is what you're gonna
hear in the mastery math method,

136
00:08:11,454 --> 00:08:15,534
and that is what's going to allow
us to teach more math in less time.

137
00:08:15,534 --> 00:08:19,674
It's gonna allow kids to achieve
more mathematics in less time.

138
00:08:19,884 --> 00:08:25,764
Even our most struggling
population, CES, the S is seasons.

139
00:08:26,154 --> 00:08:27,774
Now how do we get it all in?

140
00:08:28,224 --> 00:08:33,474
The number one factor in student
memory and retention of content

141
00:08:33,744 --> 00:08:35,874
is interactions over time.

142
00:08:36,564 --> 00:08:37,944
Interactions over time.

143
00:08:38,364 --> 00:08:39,534
How do we get it all in?

144
00:08:39,654 --> 00:08:41,664
How do we get more interactions over time?

145
00:08:41,874 --> 00:08:44,664
It's by teaching math in
seasons in the school year.

146
00:08:44,664 --> 00:08:46,224
There are five seasons.

147
00:08:46,464 --> 00:08:51,474
The first season as we're recording this
is right now because it's August as you're

148
00:08:51,474 --> 00:08:53,034
hearing this, it could be any season.

149
00:08:53,604 --> 00:08:56,154
But the first season is right
now, and I call the first

150
00:08:56,154 --> 00:08:58,674
season, first 15 days in first.

151
00:08:58,704 --> 00:09:04,314
In the first 15 days, I expose my
students to all of the math in my entire

152
00:09:04,314 --> 00:09:06,924
curriculum, not for their mastery.

153
00:09:06,984 --> 00:09:10,554
They're not gonna master it all,
but they're exposed to my entire

154
00:09:10,554 --> 00:09:12,384
curriculum in the first 15 days.

155
00:09:12,594 --> 00:09:16,254
And then in season two is
really like October to December.

156
00:09:16,584 --> 00:09:21,084
I expose them to the whole
curriculum again at an up level.

157
00:09:21,384 --> 00:09:23,634
And then season three is January.

158
00:09:23,724 --> 00:09:25,584
We call January math in a month.

159
00:09:25,824 --> 00:09:30,954
It's a replication of the first 15
days in season one, and we expose

160
00:09:31,014 --> 00:09:36,594
all of our content, mainly are
essentials the whole month of January.

161
00:09:37,494 --> 00:09:43,314
So technically my goal is to expose
students to everything and have the

162
00:09:43,314 --> 00:09:47,514
majority of the master my entire
year content by the end of January.

163
00:09:49,554 --> 00:09:52,494
That's what happens with
the Mastery Math Method.

164
00:09:53,394 --> 00:09:59,184
The Mastery Math Method is the
comprehensive course that is going to

165
00:09:59,184 --> 00:10:01,314
make all of what I've just said happen.

166
00:10:02,334 --> 00:10:06,385
Remember, you're listening
to level two, so I'm going to

167
00:10:06,385 --> 00:10:08,214
way up level the mathematics.

168
00:10:08,214 --> 00:10:13,675
And then keep in mind, if you teach
littles, you're not going to replicate

169
00:10:14,064 --> 00:10:19,734
the teaching of the mathematics that
I'm gonna share with you today, but

170
00:10:19,734 --> 00:10:22,675
I'm going, but I need you all try here.

171
00:10:22,764 --> 00:10:26,255
Thanks for tuning in toLevel
Two Mastery Math Method series.

172
00:10:26,839 --> 00:10:31,559
If this feels heavy, don’t worry, next
episode we lighten the load by diving

173
00:10:31,559 --> 00:10:34,959
into one of our favorite hands-on
activities: The Locker Problem.

174
00:10:35,560 --> 00:10:39,260
You’ll see how one deceptively
simple problem unlocks deep learning

175
00:10:39,260 --> 00:10:41,010
for students at every level."

176
00:10:42,327 --> 00:10:43,727
Until then, remember.

177
00:10:43,967 --> 00:10:47,327
every student deserves the chance to
see themselves as a mathematician.

178
00:10:48,067 --> 00:10:50,427
And as Cheri and Jonily
say, Go Be Awesome!

179
00:10:50,767 --> 00:10:51,597
Go Be Brilliant!

180
00:10:51,997 --> 00:10:54,347
For you were put here
for such a time as this.