1 00:00:00,000 --> 00:00:04,620 Jonily : The reason this is so powerful for our students that 2 00:00:04,620 --> 00:00:08,820 have any type of learning disability or any type of 3 00:00:08,820 --> 00:00:14,340 disconnect, such as ADD and ADHD, is it's accessible. Hi. 4 00:00:14,340 --> 00:00:16,740 Cheri Dotterer: I'm Cheri dotterer Here at tier one 5 00:00:16,740 --> 00:00:21,680 interventions podcast. Today's episode was recorded about two 6 00:00:21,680 --> 00:00:27,800 years ago in an evening workshop that we did. I have taken an 7 00:00:27,800 --> 00:00:32,480 excerpt from that workshop, and I want to share it with you 8 00:00:32,480 --> 00:00:38,420 tonight. The full episode, you will get to know a little bit 9 00:00:38,420 --> 00:00:43,060 more about at the end of the podcast, so make sure you stick 10 00:00:43,060 --> 00:00:47,680 around to the end to find out how to learn more. For now, 11 00:00:47,860 --> 00:00:51,940 let's listen in and hear what jonily teaching about quick 12 00:00:51,940 --> 00:00:52,660 DUTs. 13 00:00:54,040 --> 00:00:58,480 Jonily : Cheri and I have been collaborating on her expertise, 14 00:00:58,480 --> 00:01:02,220 which is neuroscience and occupational therapy, my 15 00:01:02,220 --> 00:01:05,700 expertise, which is the mathematics and what you're 16 00:01:05,700 --> 00:01:10,980 going to get tonight from us, is not going to be content that you 17 00:01:10,980 --> 00:01:15,240 see on Saturday mornings, if you come to Saturday math, or if 18 00:01:15,240 --> 00:01:18,780 you've been a part of any of those opportunities that we've 19 00:01:18,780 --> 00:01:24,800 had, we are taking a deep dive into how to enhance the 20 00:01:24,800 --> 00:01:28,220 complexity of mathematics with our most struggling learners. 21 00:01:28,520 --> 00:01:31,760 Now we're also focusing on students with disabilities, 22 00:01:32,000 --> 00:01:35,240 dyslexia, dysgraphia and dyscalculia, and what the 23 00:01:35,240 --> 00:01:40,180 disconnect is in their brain and how quick dots and we'll tell 24 00:01:40,180 --> 00:01:43,180 you what a quick.is but if you've been around me, you know 25 00:01:43,180 --> 00:01:48,040 what a quick.is how quick dots will connect that disconnection 26 00:01:48,100 --> 00:01:52,780 in the brain through lots of the therapies that Sherry's can 27 00:01:52,780 --> 00:01:56,260 teach you and then enhance the mathematics that I'm going to 28 00:01:56,260 --> 00:01:59,560 show you tonight. We are excited to combine both of our expertise 29 00:01:59,560 --> 00:02:03,960 and bring to you a combination of what we both teach, and this 30 00:02:04,020 --> 00:02:09,420 is for K through 12, even preschool and higher ed. So 31 00:02:09,420 --> 00:02:12,840 we're going to extend the math all the way beyond. And I will 32 00:02:12,840 --> 00:02:17,400 also give you examples of how I use this mathematics with all of 33 00:02:17,400 --> 00:02:19,560 my levels, kindergarten through high school. 34 00:02:20,520 --> 00:02:23,600 Cheri Dotterer: I bring in the neuroscience every time I look 35 00:02:23,600 --> 00:02:27,140 at the purple X, all I see is the visual perception and the 36 00:02:27,140 --> 00:02:31,520 visual motor. It has been a journey to try and learn how to 37 00:02:31,520 --> 00:02:37,400 connect it to me. I had to slip this one in tonight. Just as I 38 00:02:37,400 --> 00:02:40,660 was getting ready to come upstairs to my computer, my 39 00:02:40,660 --> 00:02:44,740 husband flipped on Fox News after we were done with supper 40 00:02:45,220 --> 00:02:50,380 to this report that said, in Philadelphia, 23% of fourth 41 00:02:50,380 --> 00:02:55,480 graders are proficient in math, and 29 are proficient in 42 00:02:55,480 --> 00:02:59,920 Chicago, that was on the Bret Baier show. I tried to look up 43 00:02:59,920 --> 00:03:03,720 the link, but because he was still alive and online and 44 00:03:03,720 --> 00:03:08,040 didn't have chance to take that anywhere else, that was what he 45 00:03:08,040 --> 00:03:13,440 said. I don't know where he got those statistics, but that's 46 00:03:13,440 --> 00:03:16,380 what my husband told me. I missed it, but that's what I was 47 00:03:16,380 --> 00:03:22,100 told tonight. But when you really think about that, 23% of 48 00:03:22,100 --> 00:03:28,340 fourth graders are proficient in math. What? All I gotta say is, 49 00:03:28,460 --> 00:03:29,660 what? And 50 00:03:29,660 --> 00:03:33,740 Jonily : I think if you look nationally, urban versus rural 51 00:03:33,740 --> 00:03:39,020 versus suburban, these I'm a I'm assuming are urban numbers. I 52 00:03:39,020 --> 00:03:42,880 don't know. I'm assuming these are urban numbers, and typically 53 00:03:42,880 --> 00:03:47,080 you get an average for suburban numbers and rural numbers. 54 00:03:47,320 --> 00:03:52,840 However, in any of the numbers based on any reports that 55 00:03:52,840 --> 00:03:57,700 typically come out, we are not seeing steady increases in math 56 00:03:57,700 --> 00:04:01,620 over time. And as a matter of fact, there are inconsistencies 57 00:04:01,620 --> 00:04:06,360 in the increases and oftentimes decreases in the number of 58 00:04:06,360 --> 00:04:10,560 proficient based on a wide range of worldwide and national 59 00:04:10,560 --> 00:04:15,120 assessments. Obviously, you're here tonight. We have struggles 60 00:04:15,120 --> 00:04:18,480 in mathematics. I'll give you another statistic of students 61 00:04:18,480 --> 00:04:24,560 that have dyslexia, of students that have dyslexia, about 40% of 62 00:04:24,560 --> 00:04:30,260 those students could possibly have a math learning disability 63 00:04:30,260 --> 00:04:33,020 as well. Math Learning Disability being called 64 00:04:33,020 --> 00:04:37,520 dyscalculia. Dyscalculia research is 20 to 25 years 65 00:04:37,520 --> 00:04:41,440 behind where dyslexia is. So although we've made some gains 66 00:04:41,440 --> 00:04:43,780 in reading, some gains in reading, there's still some 67 00:04:43,780 --> 00:04:48,460 controversy and some gains with our dyslexia students. I don't 68 00:04:48,460 --> 00:04:51,220 even think we've hit the tip of where we need to be, and we 69 00:04:51,220 --> 00:04:54,520 definitely have not done that in mathematics. And I will say 70 00:04:54,520 --> 00:04:58,240 until now, what Sherry and I have done together with our work 71 00:04:58,420 --> 00:05:02,340 has been leading. Leading the way for dyscalculia, 72 00:05:02,700 --> 00:05:06,420 specifically in this country and we're hoping around the world. 73 00:05:06,420 --> 00:05:09,600 What you're going to hear tonight is very cutting edge, 74 00:05:09,660 --> 00:05:13,860 very new and ahead of the curve. So very exciting for you to be 75 00:05:13,860 --> 00:05:19,740 here tonight. But I want to say to preface this evening is I 76 00:05:19,740 --> 00:05:23,540 myself have my own action research statistics from 77 00:05:23,600 --> 00:05:30,200 multiple projects I've done over the past 18 years, and in our 78 00:05:30,200 --> 00:05:33,620 statistics, I'll give you a couple of examples with a sixth 79 00:05:33,620 --> 00:05:37,460 grade cohort group. We took them with the model that we're 80 00:05:37,460 --> 00:05:41,560 presenting to you tonight. We took those students in less than 81 00:05:41,560 --> 00:05:47,500 a year, from 27% passing their fifth grade state math 82 00:05:47,500 --> 00:05:52,720 assessment to 60% passing the very next year, and 92% showing 83 00:05:52,720 --> 00:05:55,960 growth. We saw a significant increase as they moved to 84 00:05:55,960 --> 00:05:58,540 seventh and eighth grade. It was a school that had a lot of 85 00:05:58,540 --> 00:06:03,120 transient students, but of the students that were still at the 86 00:06:03,120 --> 00:06:06,000 building, it was a title building, we saw a steady 87 00:06:06,000 --> 00:06:11,340 increase from the kids of that cohort. I also am a part of a 88 00:06:11,340 --> 00:06:15,360 recent project with current fifth graders that I have been 89 00:06:15,360 --> 00:06:18,240 using this model with since they've been in kindergarten. 90 00:06:18,240 --> 00:06:23,000 This has been an amazing project, and the data that we 91 00:06:23,000 --> 00:06:27,680 have on standardized tests is that this cohort of students has 92 00:06:27,680 --> 00:06:31,400 broken the bell curve. When you look at math achievement on a 93 00:06:31,400 --> 00:06:35,540 standardized assessment, you're looking at percentile rankings. 94 00:06:35,840 --> 00:06:40,900 50th percentile is average of this cohort of students that 95 00:06:40,900 --> 00:06:45,580 started in kindergarten, the lowest percentile on the math 96 00:06:45,580 --> 00:06:51,160 portion of the standardized test was 71st percentile. Now, if you 97 00:06:51,160 --> 00:06:56,980 know anything about that, that is all on the far right side of 98 00:06:56,980 --> 00:07:01,620 the bell curve, past the peak of the bell curve. If you look at a 99 00:07:01,620 --> 00:07:05,940 bell curve, the peak of it, the center, is 50th percentile. So 100 00:07:05,940 --> 00:07:08,400 these students were all high achieving. But when you look at 101 00:07:08,400 --> 00:07:11,520 their cognitive ability scores, their cognitive ability scores 102 00:07:11,520 --> 00:07:16,320 ranged anywhere from 87 to a couple of them in the gifted 103 00:07:16,320 --> 00:07:22,820 range, at 132, 141, this is exciting action based research. 104 00:07:22,820 --> 00:07:26,000 What we're going to share with you tonight is one of our 105 00:07:26,000 --> 00:07:30,440 interventions, and that is a quick.we have multiple types of 106 00:07:30,440 --> 00:07:33,680 interventions tonight. We're going to focus on the quick dot, 107 00:07:33,680 --> 00:07:36,500 and we want to know how to expose more mathematics out of 108 00:07:36,500 --> 00:07:39,800 these struggling students so that it becomes habitual and a 109 00:07:39,800 --> 00:07:42,340 way of life for them. We are just excited to bring this to 110 00:07:42,340 --> 00:07:45,220 you. If you've not seen a quick dot before, we're going to show 111 00:07:45,220 --> 00:07:47,800 you the next set of dots for about four seconds. We're going 112 00:07:47,800 --> 00:07:50,140 to show you in two different ways, one with the grid behind 113 00:07:50,140 --> 00:07:53,740 it, one without the grid. So two seconds each, and at the end, I 114 00:07:53,740 --> 00:07:56,680 want you to type in the chat. How many dots Did you see? Is 115 00:07:56,680 --> 00:07:58,240 Cheri Dotterer: everybody ready? Here we go. How 116 00:07:58,240 --> 00:08:07,020 Jonily : many dots Did you see? Do the reason this is so 117 00:08:07,080 --> 00:08:10,980 powerful for our students that have any type of learning 118 00:08:10,980 --> 00:08:15,000 disability or any type of disconnect, such as ADD and 119 00:08:15,000 --> 00:08:20,600 ADHD, is it's accessible. One of the takeaways I want us to have 120 00:08:20,600 --> 00:08:28,160 by the end of today is I want mathematics to be accessible yet 121 00:08:28,160 --> 00:08:33,260 complex at the same time. It's very purposeful that I use the 122 00:08:33,260 --> 00:08:38,240 same quick dots over and over again, because when we use the 123 00:08:38,240 --> 00:08:42,100 same task over again with multiple grade levels, with the 124 00:08:42,100 --> 00:08:46,360 same students. That's how we're going to get our students with 125 00:08:46,360 --> 00:08:50,800 disabilities, interactions over time. Our gifted students need 126 00:08:50,800 --> 00:08:53,980 one to two interactions before they have forever learning. They 127 00:08:53,980 --> 00:08:59,380 know it forever. Our bright kids who play the school game, they 128 00:08:59,380 --> 00:09:02,460 achieve well, but they're not necessarily identified as 129 00:09:02,460 --> 00:09:05,220 gifted. Might need five to seven interactions before they know it 130 00:09:05,220 --> 00:09:08,820 forever. And our students with disabilities and our struggling 131 00:09:08,820 --> 00:09:12,480 students are at risk. Students, mathematically, might need 66 132 00:09:12,900 --> 00:09:17,280 zero to 100 interactions. How do we get more interactions over 133 00:09:17,280 --> 00:09:21,500 time? By using the same quick dots again and again, tonight, 134 00:09:21,500 --> 00:09:24,620 we're going to show how the complexity of mathematics can 135 00:09:24,620 --> 00:09:29,180 happen much earlier than middle school, specifically in first 136 00:09:29,180 --> 00:09:32,480 and second grade. You're going to be blown away a little bit 137 00:09:32,480 --> 00:09:36,320 with the mathematics. However, it's important that you 138 00:09:36,320 --> 00:09:40,660 understand the mathematics. You are telling me 72 you see the 139 00:09:40,660 --> 00:09:46,180 overlaps. You see the three by three grids. That is beautiful. 140 00:09:46,360 --> 00:09:50,320 One of the deficiencies for our students that have learning 141 00:09:50,320 --> 00:09:53,380 disabilities is the struggle with estimation and math facts. 142 00:09:53,380 --> 00:09:55,600 When we're facilitating a quick dot, you're going to do it 143 00:09:55,600 --> 00:09:58,120 exactly like I did. I'm going to show you this for four seconds. 144 00:09:58,120 --> 00:10:01,800 Take it away. The. Reason you have these facilitation slides 145 00:10:01,800 --> 00:10:05,760 where these the border is light, is to remind you that at this 146 00:10:05,760 --> 00:10:09,060 point you could do a turn and talk for students to talk to 147 00:10:09,060 --> 00:10:12,480 each other about how the dots were arranged. For all of you 148 00:10:12,480 --> 00:10:16,020 right now, go ahead and type in the chat. Kate already did this, 149 00:10:16,200 --> 00:10:21,140 but type in the chat how you saw the dots arranged. I want to 150 00:10:21,140 --> 00:10:26,420 share why this is so essential with students. We're not 151 00:10:26,420 --> 00:10:30,380 necessarily solving anything here. What we're doing here is 152 00:10:30,380 --> 00:10:34,940 we are extracting student perspective. Part of student 153 00:10:34,940 --> 00:10:38,960 motivation and engagement is about feeling a sense of 154 00:10:38,960 --> 00:10:46,480 belonging and feeling like I'm able to achieve what an exercise 155 00:10:46,480 --> 00:10:51,940 like this does is changes the mindset. I don't have to teach 156 00:10:51,940 --> 00:10:55,780 fixed or growth mindset or whatever climate and culture I 157 00:10:55,780 --> 00:10:59,620 want to create in my classroom. I don't have to teach that. I 158 00:10:59,620 --> 00:11:04,800 can just provide a task that's going to give kids a sense of 159 00:11:04,800 --> 00:11:09,120 belonging, a sense that she cares, what I think, a sense of 160 00:11:09,120 --> 00:11:14,880 accessibility. Most importantly, aside from the mathematics, we 161 00:11:14,880 --> 00:11:20,040 want to tap into those positive emotions, this reaches over into 162 00:11:20,340 --> 00:11:27,680 Sherry's expertise, which negative emotion hinders the 163 00:11:27,680 --> 00:11:32,120 ability to learn? The quick dot you saw was the image for stage 164 00:11:32,120 --> 00:11:39,080 three. What we're going to show you now are images for stage 165 00:11:39,080 --> 00:11:44,560 two. I get this question many times, and the question is, why 166 00:11:44,560 --> 00:11:49,480 don't you start with stage two, with students with disabilities? 167 00:11:49,660 --> 00:11:54,100 Because there are fewer dots and it will be easier for them. I 168 00:11:54,100 --> 00:11:56,380 want to answer that in a couple of different ways, because 169 00:11:56,380 --> 00:12:00,480 that's an important question. Number one, if we begin with 170 00:12:00,480 --> 00:12:05,460 something too trivial, and students feel like they get it 171 00:12:05,460 --> 00:12:09,960 incorrect, then their mentality is, I can't even get the easy 172 00:12:09,960 --> 00:12:16,200 one. In my experience delivering a more complex but easily 173 00:12:16,200 --> 00:12:20,900 accessible stimulus, like this quick.in stage three, and 174 00:12:20,900 --> 00:12:24,500 especially if I'm giving this to a whole class of students, and 175 00:12:24,500 --> 00:12:28,340 not just my students that I pulled for intervention, I can 176 00:12:28,340 --> 00:12:33,440 naturally differentiate, because with the complexity of stage 177 00:12:33,440 --> 00:12:38,420 three, my gifted or higher level students really have equal 178 00:12:38,420 --> 00:12:42,400 access with My lower level students, if the higher level 179 00:12:42,400 --> 00:12:47,740 students are struggling with it, then look at the mentality shift 180 00:12:47,740 --> 00:12:52,300 that takes with our lower level students. Oh my gosh. Johnny 181 00:12:52,300 --> 00:12:56,560 always gets these problems, but this time, Johnny wasn't quite 182 00:12:56,560 --> 00:13:01,140 sure. This is really cool, because I may have guessed 183 00:13:01,140 --> 00:13:07,680 better than Johnny. This is a complete shift in prompting to 184 00:13:07,680 --> 00:13:12,180 level the playing field for all ability levels of students, and 185 00:13:12,180 --> 00:13:14,520 I can't stress that enough. I 186 00:13:14,520 --> 00:13:17,580 Cheri Dotterer: love what Nicole puts in the chat. Some of my 187 00:13:17,580 --> 00:13:21,860 lower special education students get quick dots right away, 188 00:13:22,820 --> 00:13:25,700 Jonily : and Nicole, if you want to unmute and expand on that, 189 00:13:25,880 --> 00:13:30,020 I'll expand first, but I'd love to hear your testimony on Nicole 190 00:13:30,020 --> 00:13:34,820 is actually one of our certified coaches who has been heavily 191 00:13:34,820 --> 00:13:39,020 implementing but the one thing I'll Expand on Nicole's comment 192 00:13:39,080 --> 00:13:46,900 is that this changes the outcome of the game, or the question of 193 00:13:47,320 --> 00:13:52,300 who's good at math, because our students with disabilities are 194 00:13:52,300 --> 00:13:57,580 actually better in general than our higher achieving student 195 00:13:57,580 --> 00:14:02,700 With these specific quick dots, it completely changes where 196 00:14:02,700 --> 00:14:06,000 students position themselves mathematically within their 197 00:14:06,000 --> 00:14:10,920 cohort. Nicole, do you want to add on to that, in your 198 00:14:10,920 --> 00:14:13,380 experience with your eighth graders, 199 00:14:14,220 --> 00:14:16,920 Cheri Dotterer: I would say with my experience, it's because it's 200 00:14:16,920 --> 00:14:21,560 a visual. That's why so many of them catch on quicker than some 201 00:14:21,560 --> 00:14:25,160 of the you could say higher students. 202 00:14:25,220 --> 00:14:29,240 Jonily : Absolutely, there is a disadvantage for many of our 203 00:14:29,240 --> 00:14:35,660 high achieving students when we represent math visually, it's 204 00:14:35,660 --> 00:14:39,980 exactly what our students with disabilities need. However, it 205 00:14:39,980 --> 00:14:43,960 becomes a struggle for our high achieving students, because what 206 00:14:43,960 --> 00:14:47,680 are those students good at? Those students are good at 207 00:14:47,740 --> 00:14:52,060 symbols and notations and mimicking and memorizing when we 208 00:14:52,060 --> 00:14:59,200 change it to this visual aspect and make math visual first we 209 00:14:59,200 --> 00:15:03,180 change. Who has the better access to it, and that is our 210 00:15:03,180 --> 00:15:05,580 students with disabilities. Great point. Nicole, 211 00:15:06,300 --> 00:15:09,900 Cheri Dotterer: my daughter is a gifted student with a struggle 212 00:15:09,900 --> 00:15:14,760 in writing. She will tell you, I can do integrals and what are 213 00:15:14,760 --> 00:15:16,680 the what's the other one? Integrals, derivatives, 214 00:15:16,740 --> 00:15:20,360 derivatives. Thank you. In my sleep, but don't ask me to add, 215 00:15:20,360 --> 00:15:22,340 subtract, multiply and divide. What 216 00:15:22,340 --> 00:15:25,640 Jonily : I'm going to ask you to do is and some of you have seen 217 00:15:25,640 --> 00:15:30,080 this before, and this is also purposeful. Some of you have not 218 00:15:30,080 --> 00:15:34,220 seen this before, and this is purposeful. I want to show you 219 00:15:34,220 --> 00:15:38,420 an analogy right now of how our students with disabilities 220 00:15:39,020 --> 00:15:44,320 intake and perceive mathematics and what a challenge it is to 221 00:15:44,320 --> 00:15:48,280 them, because what I'm going to show you next is a visual, but 222 00:15:48,280 --> 00:15:52,060 it's not a connected visual, and I'm going to talk about what 223 00:15:52,060 --> 00:15:55,840 that means, this disconnect with students that struggle with 224 00:15:55,840 --> 00:16:00,240 pattern recognition and making connections, which gifted Kids 225 00:16:00,240 --> 00:16:03,480 can do very naturally and innately and not even be able to 226 00:16:03,480 --> 00:16:06,660 explain how they're doing it. And it's absolutely brilliant. 227 00:16:06,660 --> 00:16:11,280 The way that our students with disabilities see mathematics is 228 00:16:11,280 --> 00:16:15,840 very disjoint, disconnected in our typical traditional 229 00:16:15,840 --> 00:16:20,480 delivery. And I'm going to show you what they feel right now. 230 00:16:20,540 --> 00:16:24,200 Now if you are a mimicker and memorizer, you're going to do 231 00:16:24,200 --> 00:16:28,340 better on this exercise than if you are someone who doesn't 232 00:16:28,340 --> 00:16:31,700 mimic and memorize we're going to show you nine symbols. The 233 00:16:31,700 --> 00:16:34,100 nine symbols are listed vertically and they're in 234 00:16:34,100 --> 00:16:37,700 different orientations. We're going to show you these symbols 235 00:16:37,700 --> 00:16:42,280 for about five seconds. Once we take it away, we're going to ask 236 00:16:42,280 --> 00:16:46,060 you to write down the nine symbols vertically in the same 237 00:16:46,060 --> 00:16:50,320 order, in the same orientation. So don't write until the slide 238 00:16:50,320 --> 00:16:54,100 comes up that says, right, and we take away the images. So in 239 00:16:54,100 --> 00:16:59,140 whatever brain capabilities you have, whether it's seeing 240 00:16:59,140 --> 00:17:04,080 patterns, making connections, or just simply memorizing. I want 241 00:17:04,080 --> 00:17:08,280 you to use the strengths of your abilities to remember as many as 242 00:17:08,280 --> 00:17:11,700 you can. And then, once the slide is taken away, there'll be 243 00:17:11,700 --> 00:17:14,700 a slide go ahead and write down those nine symbols 244 00:17:20,040 --> 00:17:24,740 in the same order, in the same orientation that you saw them. I 245 00:17:24,740 --> 00:17:27,920 have to tell you a story before I have you check your work. I 246 00:17:27,920 --> 00:17:30,380 was doing a professional development a couple of years 247 00:17:30,380 --> 00:17:33,020 ago, and there was a teacher that had been in a professional 248 00:17:33,020 --> 00:17:39,080 development of mine eight years prior. I had done this exercise, 249 00:17:39,080 --> 00:17:41,740 and I was relating it to something a little different, 250 00:17:42,040 --> 00:17:44,740 because the topic of the professional development was a 251 00:17:44,740 --> 00:17:51,460 little different. After I showed this, he got all nine Correct. I 252 00:17:51,460 --> 00:17:55,120 didn't remember exactly who he was, but at the end, when we 253 00:17:55,120 --> 00:17:58,240 were sharing, he reminded me that he was in a professional 254 00:17:58,240 --> 00:18:03,180 development seven or eight years prior I had done this exercise, 255 00:18:03,600 --> 00:18:08,400 he hadn't had any interaction with me since. He hadn't seen me 256 00:18:08,820 --> 00:18:13,740 anytime since, and got all nine correct because of the 257 00:18:13,740 --> 00:18:18,000 connection that I made in the delivery of my instruction when 258 00:18:18,000 --> 00:18:23,240 I did this with his group eight years prior, what I want you to 259 00:18:23,240 --> 00:18:29,420 absorb is that when we can explicitly and directly create 260 00:18:29,420 --> 00:18:35,240 mathematical experiences that are visual and help students 261 00:18:35,720 --> 00:18:39,680 recognize patterns and make connections, because students 262 00:18:39,680 --> 00:18:44,080 with disabilities have a disconnect with recognizing and 263 00:18:44,080 --> 00:18:47,380 using patterns, which is why they sometimes make the same 264 00:18:47,380 --> 00:18:51,820 mistakes or the same core behaviors over and over again. 265 00:18:52,480 --> 00:18:56,860 They're not understanding the connection of whatever 266 00:18:56,860 --> 00:19:02,700 consequence it was. They truly don't remember and relate, and 267 00:19:02,700 --> 00:19:07,860 aren't able to see the own, their own patterns of behavior, 268 00:19:08,160 --> 00:19:11,940 and how that's negatively affecting the interactions with 269 00:19:11,940 --> 00:19:16,980 other students and adults. Pattern Recognition is extremely 270 00:19:16,980 --> 00:19:19,980 important, and it's one of the things that students with 271 00:19:19,980 --> 00:19:23,720 disabilities lack. So not only with soft skills or social 272 00:19:23,720 --> 00:19:26,180 skills. Do we want students to improve their pattern 273 00:19:26,180 --> 00:19:29,180 recognition? We also want them to be able to do that 274 00:19:29,180 --> 00:19:34,040 mathematically. So that carries over to socially and quick dots 275 00:19:34,040 --> 00:19:38,060 again is one of the ways to do that. Let's check our work. I 276 00:19:38,060 --> 00:19:41,500 want you to type in the chat how many you have the correct 277 00:19:41,500 --> 00:19:47,260 orientation and the correct position. I'm going to show you 278 00:19:47,860 --> 00:19:51,820 the alternative in how to deliver and instruct mathematics 279 00:19:52,660 --> 00:19:55,720 and how students can perceive the connections and the 280 00:19:55,780 --> 00:20:01,140 recognizing of patterns. And this is exactly why. I this 281 00:20:01,140 --> 00:20:03,900 person that I told the story about that remembered these 282 00:20:03,900 --> 00:20:08,640 symbols, this teacher had no interaction, had no studying, 283 00:20:09,120 --> 00:20:13,860 had seen this one time and retained it forever. Now I did 284 00:20:13,860 --> 00:20:16,500 ask him, the first time you did it, how many did you get 285 00:20:16,500 --> 00:20:20,100 correct? And he said, three. What I want us to think about 286 00:20:20,100 --> 00:20:25,220 is, how do we deliver instruction mathematically so 287 00:20:25,220 --> 00:20:29,000 that kids don't have to mimic and memorize? They could, if 288 00:20:29,000 --> 00:20:32,780 that's their skill. Like many of our high achieving math kids, 289 00:20:32,900 --> 00:20:36,380 they have a great ability and skill to mimic and memorize, and 290 00:20:36,560 --> 00:20:39,200 I do not want to take that away from them. That's how I got 291 00:20:39,200 --> 00:20:42,280 through math. I could save on a mimic and memorize, and I was 292 00:20:42,280 --> 00:20:45,460 high achieving. Now later on, I found out I knew nothing about 293 00:20:45,580 --> 00:20:50,860 mathematics or numbers. However, I was able to achieve high 294 00:20:50,860 --> 00:20:54,820 because I was able to mimic and memorize. But how do we deliver 295 00:20:54,820 --> 00:20:59,560 instructional experiences mathematically for students so 296 00:20:59,560 --> 00:21:03,360 they don't have to remember, they don't have to mimic, they 297 00:21:03,360 --> 00:21:08,100 don't have to memorize, they'll just know it. It'll be ingrained 298 00:21:08,100 --> 00:21:12,420 and become an innate part of their understanding. And that's 299 00:21:12,420 --> 00:21:15,960 the question that we're going to answer for you tonight. We 300 00:21:15,960 --> 00:21:18,540 Cheri Dotterer: have two comments. They're saying that 301 00:21:18,720 --> 00:21:21,740 they remembered all nine, because they've done this with 302 00:21:21,740 --> 00:21:27,020 you before. I wanted to ask Debbie to unmute and can you 303 00:21:27,020 --> 00:21:32,660 relate to the story that jonily expressed? Is that how you 304 00:21:32,660 --> 00:21:36,080 remembered this? Or was there something else that happened 305 00:21:36,140 --> 00:21:41,080 that helped you recall this task I did? You see this with me. I 306 00:21:41,080 --> 00:21:44,320 want to say three or four. How about you? Nicole? 307 00:21:45,220 --> 00:21:48,220 Jonily : Only can remember one. Even though I have seen this 308 00:21:48,220 --> 00:21:54,340 before, my brain is mush. I love the examples that we have here 309 00:21:54,520 --> 00:21:58,660 with previous interactions and not previous interactions. I'd 310 00:21:58,660 --> 00:22:01,500 like to hear from someone who has not seen this with me 311 00:22:01,500 --> 00:22:02,940 before. I'm going 312 00:22:02,940 --> 00:22:03,840 Cheri Dotterer: to go with Beverly. 313 00:22:03,900 --> 00:22:08,220 Unknown: I have not seen this before. I was in the few seconds 314 00:22:08,220 --> 00:22:12,000 that we had. I was trying to figure out a pattern, but I 315 00:22:12,000 --> 00:22:16,140 really only got to correct there. I'm looking forward to 316 00:22:16,140 --> 00:22:21,200 finding out what the mystery is how to solve this. I was the 317 00:22:21,200 --> 00:22:22,220 same way Beverly. I'd 318 00:22:22,460 --> 00:22:24,800 never seen this before, either, and I was able to do the first 319 00:22:24,800 --> 00:22:27,260 two in the last two, and that new idea how to connect the rest 320 00:22:27,260 --> 00:22:29,540 of them. I could do things full on the pit too. 321 00:22:32,000 --> 00:22:35,600 Jonily : What I love about this is almost all of you have had 322 00:22:35,600 --> 00:22:40,720 interactions with me before and my teaching, but at different 323 00:22:40,720 --> 00:22:45,640 phases. What I mean by that is some of you are recent in the 324 00:22:45,640 --> 00:22:49,120 last year or two. Some of you it's been two to three years. 325 00:22:49,120 --> 00:22:52,180 Some of you, it's been four to five years. Some of you, it's 326 00:22:52,180 --> 00:22:56,440 been seven to eight years since we have had some major 327 00:22:56,440 --> 00:23:02,880 interaction. What I'm delivering to you has been the most 328 00:23:02,880 --> 00:23:09,180 essential and most impactful and most powerful impact for 329 00:23:09,180 --> 00:23:14,100 students with disabilities, but this point, everything that I've 330 00:23:14,100 --> 00:23:18,960 done that has not been impactful has been filtered out, and what 331 00:23:18,960 --> 00:23:24,020 you're seeing tonight is the evolution of what sticks. Just 332 00:23:24,020 --> 00:23:27,080 to make that point, I think if you guys walk away with nothing 333 00:23:27,080 --> 00:23:30,920 else, it is to not start with the most trivial example. 334 00:23:32,180 --> 00:23:36,320 Because when students can't even do the easiest one, and we don't 335 00:23:36,320 --> 00:23:38,960 even have to say it, I can put something up there that that 336 00:23:38,960 --> 00:23:43,300 looks simple, but say, Oh, this is a tricky one, like I'm trying 337 00:23:43,300 --> 00:23:47,980 to insult their intelligence. They know when things are 338 00:23:47,980 --> 00:23:51,820 trivial and when they're complex, because your frequent 339 00:23:51,820 --> 00:23:54,700 flyers in the classroom that are always answering every question 340 00:23:54,940 --> 00:23:59,980 are going to be able to do it. When that happens, that's when 341 00:23:59,980 --> 00:24:02,880 students with disabilities internalize, gosh, if I can't 342 00:24:02,880 --> 00:24:07,140 even do the easy one, so we might as well do the complex one 343 00:24:07,860 --> 00:24:11,400 so that, gosh, I couldn't do that. But she told us that was 344 00:24:11,400 --> 00:24:13,680 really difficult, and I believe her, that it was really 345 00:24:13,680 --> 00:24:18,960 difficult, and I think that is a counterintuitive approach to 346 00:24:18,960 --> 00:24:21,920 delivering mathematics instruction that has been a game 347 00:24:21,920 --> 00:24:27,680 changer. I think it also is counterintuitive for the 348 00:24:27,680 --> 00:24:31,220 research that we have seen in special education. Let me talk 349 00:24:31,220 --> 00:24:35,780 about that for just a moment. All of the facilitation and 350 00:24:35,780 --> 00:24:39,920 instructional guidance that I'm giving you is based on improving 351 00:24:39,920 --> 00:24:46,960 student number sense and conceptual understanding. Number 352 00:24:46,960 --> 00:24:50,920 Sense is defined as the innate intuitive understanding of 353 00:24:50,920 --> 00:24:58,360 number, or the size of number. It's inborn, and it's common 354 00:24:58,360 --> 00:25:02,100 sense. And. I don't want to say common sense in the fact that 355 00:25:02,100 --> 00:25:06,960 everybody has it. It's a common sense meaning if you have it and 356 00:25:06,960 --> 00:25:12,060 if you don't, number sense cannot be explicitly taught, but 357 00:25:12,060 --> 00:25:17,340 it can be learned through experiences. All of the Special 358 00:25:17,340 --> 00:25:21,680 Education Research concludes that students with disabilities 359 00:25:21,680 --> 00:25:27,320 need explicit, direct instruction in mathematics to 360 00:25:27,320 --> 00:25:36,500 close gaps. However, in all of that research, it is based on 361 00:25:36,500 --> 00:25:40,120 the opposite of what I've just described, the opposite of 362 00:25:40,120 --> 00:25:43,480 improving number sense and the opposite of improving conceptual 363 00:25:43,480 --> 00:25:48,700 understanding, the explicit direct instruction for special 364 00:25:48,700 --> 00:25:53,260 ed students using line paper, grid paper to line up numbers, 365 00:25:53,380 --> 00:25:58,120 etc, etc. All of the research has only been done on the 366 00:25:58,120 --> 00:26:03,120 procedural and fact based efforts of mathematics. I 367 00:26:03,120 --> 00:26:05,820 completely agree with that. If we're teaching the long division 368 00:26:05,820 --> 00:26:09,840 algorithm, or we're teaching subtraction with stacking and 369 00:26:09,900 --> 00:26:14,160 regrouping, if we're teaching solving linear equations, if 370 00:26:14,160 --> 00:26:17,640 we're teaching solving proportions, whatever the 371 00:26:17,640 --> 00:26:22,640 content is, whatever the skill is, if it's a procedure that 372 00:26:22,640 --> 00:26:26,900 we're teaching, then students do need direct, explicit 373 00:26:26,900 --> 00:26:31,280 instruction. I don't want them to create that procedure. Here 374 00:26:31,280 --> 00:26:37,460 are the steps. Here's how to do it. Now, try a few that has 375 00:26:37,460 --> 00:26:42,700 typically been 100% of what we teach in mathematics and 100% of 376 00:26:42,700 --> 00:26:48,580 what we put on IEP goals. But if we want to improve the 377 00:26:48,580 --> 00:26:54,880 procedural and the fact based abilities mathematically, we 378 00:26:54,880 --> 00:26:58,660 will gain more leverage in improving the procedures and the 379 00:26:58,660 --> 00:27:05,220 facts if we, at the same time, improve conceptual and number 380 00:27:05,220 --> 00:27:11,220 sense. So I want to state that tonight, I'm not focused on the 381 00:27:11,220 --> 00:27:15,600 procedures. I am going to be focused on the facts later, I am 382 00:27:15,600 --> 00:27:19,020 focused on facilitation strategies to create experiences 383 00:27:19,080 --> 00:27:22,460 in which number sense and conceptual thinking. 384 00:27:23,120 --> 00:27:25,940 Cheri Dotterer: Today's episode of tier one interventions was 385 00:27:25,940 --> 00:27:29,900 brought to you by disability labs. One of the courses that 386 00:27:29,900 --> 00:27:34,340 they have contained in disability Labs is the purple X 387 00:27:34,400 --> 00:27:39,140 mini course. Click on the link in the show notes, and if you 388 00:27:39,140 --> 00:27:44,020 want to know the answer to that symbol. Also click in the show 389 00:27:44,020 --> 00:27:51,280 notes and download the purple X mini course today. I'm Cheri 390 00:27:51,280 --> 00:27:55,120 dotterer, one of your co hosts here at tier one interventions 391 00:27:55,120 --> 00:27:55,840 podcast. You.