Hey everybody, it's Cheri Dotterer here at Tier One Interventions podcast.
I'm here today with Jonily Zupancic and we are in class today with a live
group of ladies and gentlemen who are learning about the Mastery Math method.
So I'm gonna let Jonily talk and if there's any intervention that I wanna add
to the puzzle, we will do but for now, I'm signing it all over to Jonily and let
us learn a little bit about mathematics.
Girl.
Y'all, this is Jay-Z.
I'm Jonily Zupancic, I'm your math specialist, your main Mathineer.
I if you are listening to this podcast or you're watching this podcast on YouTube I
want to give a disclaimer and a warning.
This is level two.
You're listening in on a level two version of Mastery Math method.
Let me do a little side hustle.
Okay, let me do a little side hustle and I'm gonna draw this line because
I wanna make sure that these extra numbers are not in the locker boxes.
Here's a little side hustle.
I could ask the question.
Okay, what is the 47th Locker?
Watch this, guys.
Watch this.
Listen, what is the 47th locker?
That student 23 touches, what is the 47th locker that student 23 touches?
Why do I ask this question now?
Because this is an answer getting in solving question and it's okay now.
But I ask this question now because now I'm using this reference task
to teach my fourth grade standards.
This is directly fourth grade standards, two digit by two digit multiplication.
So now I'm asking a locker problem question that is directly going to
relate to my specific standards.
This is the beauty of reference task.
This is what reference task reference tasks will do to
for us the locker problem.
Now I can start to generate locker problem questions for every grade
level that are gonna target various standards at every single grade level.
This question, what's the 47th blocker student?
23 touches?
If I have third graders, they don't have to master that standard yet, but
I can have third graders investigating how to multiply two digit by two digit
number 'cause they could actually skip count by 20 threes, 47 times and be able
to do this and practice their double digit and triple digit edition skills.
So I can use the locker problem reference task to then spring
out and teach my standards.
Now I want, I wanna talk more about that.
We'll do that this year in level two.
A few months from now, when we come back to locker problem, we're
gonna start with this game board.
We're not doing it next session 'cause we need interleaving,
we need spaced practice.
But maybe at the December session, we're gonna come back to
lockers, pizzas and rectangles.
Oh my.
Because today we didn't even get to the pizzas.
Rectangles.
Oh my.
But we're not gonna do it next month.
We're doing something totally different next month because
I practice interleaving.
So November, December, when we come back to this one, we'll
start right here with this game board and then I'll go on from it.
So right now, all I'm gonna do is I'm gonna save this and this
is what I do in my classroom.
Okay?
This might be like, a day in my classroom and I might say, oh my gosh guys, for
the next two weeks we need to get, we need to get back into the book.
I get back into the textbook, okay we got it.
We gotta just do regular math for the next two weeks.
Okay?
So we're gonna put this aside.
And they're gonna be like, why do we ever have to do regular?
Why can't we just always do this math?
And I'm like I don't know.
We should, we can.
Because actually in my classroom I won't do that.
I'm pressing snooze 'cause my alarm's going off and I have
to wrap up in nine minutes.
But in my classroom we actually won't go back into the book for two weeks.
That's just not how I operate.
But that's overwhelming for a lot of people, especially you type a
control freaks, you need me to give you permission to just get back into
your textbook alone for two weeks.
So there you go.
Take the permission.
It's not advice because I don't do that, but I know many of you need it.
So go ahead, do it.
So any who?
I don't even know what my point is 'cause my alarm went off and my brain
is so sleep deprived right now that I don't even know what's happening.
Oh, okay.
So
this is level two.
This is level two.
This is what we're gonna get in level two.
Thoughts, comments, questions, takeaways?
I think by the time I bring something like this up, we'll have done the one 20
chart and those like other items that I am hoping kids get the connection of the
skip counting and circling the numbers.
That is a great point.
That's exactly why that, that's exactly the purpose.
Beautifully said.
Other takeaways, thoughts?
I am very happy with all the math.
I did so something with Pam Harris and she's sometimes you
just, I just need a high dose.
You in math, right?
You just need a higher dose and I needed that higher dose and
we'll need that higher dose so I can just keep leveling up.
I love the leveling up.
I love the math.
You high dose me.
I'm excited.
Let's do this.
Beautifully said.
Other
thoughts, takeaways.
I'm just loving the idea of level up.
That is been like the theme of this entire week.
And so Natalie, thank you for putting the icing on this level up cake.
Those are spirit fingers.
Jazz, hands are different.
Kirk, we'll help you out.
Other takeaways, thoughts?
Beth, are you overwhelmed?
Beth probably got bulldozed.
Beth is I need therapy after this.
But students will love this more.
They will love this more than sit and get because they're actually
thinking and they really want to think.
Yes, they
do.
They wanna be like everybody else.
Yeah.
So yeah, I'm gonna go back and look at the level one and see if I can just
integrate all this stuff together.
Thank you Theresa.
Kathy.
Thank you Kathy.
Sorry
Beth.
We're so glad you're here.
And this is overwhelming.
If this is your like first interaction with this is craziness.
You are a trooper because you didn't hang up on us either.
You stuck around.
Oh no.
You're awesome.
I love you girl.
I think it's important to say that we're all on this journey together.
And when I facilitate and teach level two, these are all the things
that I've always wanted to tell you.
But I always have an audience of level one.
Actually, I always have a level.
Actually, I, Ty you all are a level two.
So Beth, no offense, but you're here with all level two people right now.
Okay?
Yes, I get it.
And we welcome you and we love you and we want you to keep coming.
Don't stop coming.
But in many scenarios that this group is in.
A lot of times it's a level negative three.
Okay?
Hey everybody, it's Cheri again.
If you're loving these strategies and you want to join our Mastery
Math Method Masterclass, we hold this hour long event once a month
and we'd love to have you join.
What we talk about there is how to improve your math skills in 10 days.
Can you imagine 10 days, whether you are a math teacher or an occupational
therapist, you can see exactly how to shift teaching so that every student,
no matter their starting point, can master core math concepts and reserve.
So reserve your seat today and go over to disability labs.com/calendar
to check out the next event.
And that's
not fair to all of you.
That's why we're doing level two of mastery math method this year, and
that's why you are all here with us because it's not fair to you to
always have the audience of level.
So Saturday maths, actually Saturday maths are like, they're level zero one.
They're I think Saturday maths.
I force myself not to present as a, to like level negative three,
even though some of them are.
But it's important to know that is our purpose.
That's the purpose Cheri and I have for doing level two.
Other thoughts, comments, questions, takeaways?
I like what Natalie says.
Keep coming back.
We also need interactions over time.
None of us got here in one or two sessions.
I've been working with Jonily for seven years, I think, and I
still learn and grow each time.
Yes, that's how long it takes, Beth.
You're welcome.
Thank you.
Oh boy.
And implementing
what you've learned now.
Okay, so everybody.
Beth came to me at the end of the school year and said, can I get my dysgraphia
certification before school starts?
I went, there's planning on taking the summer off, but okay, can we master this?
She did it in six weeks.
That's even faster than Theresa did it
know I did mine in 10 weeks.
She has been so inundated with Cheri over the last couple of months that
I'm surprised she's still around and she's coming back for more.
It's become a habit.
It follows what there said, listen, a habit, you wanna keep biting the lollipop.
Yeah.
It's like a drug.
That's right.
It is.
It's addicting as a matter of fact.
Yeah,
It's Saturday morning.
I texted my curriculum director this morning and I said,
I can't wait until Monday.
Do we have to have weekends?
My gosh.
That's how addicted, that's how much I know right now that I am in
the right place at the right time.
Cheri, share your mantra, Esther, for such a time as this.
I'm living that right now.
This may be the end of our seven-part series, but it’s not
the end of the conversation.
Stay tuned for what’s next, whether it’s subtraction reimagined, fraction
fluency, or something completely new, we promise to keep bringing
you the brain-based strategies you need to transform math learning.
Until then, remember.
every student deserves the chance to see themselves as a mathematician.
And as Cheri and Jonily say, Go Be Awesome!
Go Be Brilliant!
For you were put here for such a time as this.