1 00:00:00,780 --> 00:00:01,500 Unknown: Welcome to 2 00:00:04,440 --> 00:00:06,420 this episode of interventions. I'm 3 00:00:08,940 --> 00:00:12,060 Cheri Dotterer, co-host of this podcast. I don't know if you're 4 00:00:12,060 --> 00:00:17,040 aware, but Jonily of every month where she talks to math teachers 5 00:00:17,040 --> 00:00:22,520 about problems to overcome math challenges. I've been attending 6 00:00:22,520 --> 00:00:26,480 this. Yes, I, as an OT have been attending this for the last five 7 00:00:26,480 --> 00:00:32,000 years. That's how I discovered how this area was something that 8 00:00:32,000 --> 00:00:37,100 we needed to help our students with. But she has invited us to 9 00:00:37,100 --> 00:00:41,560 participate in a take a sneak peek at the beginning of her 10 00:00:41,560 --> 00:00:48,940 session. For anyone who is not present, we do offer CEUs if you 11 00:00:48,940 --> 00:00:53,380 go into disability labs, the link is in the show notes, and 12 00:00:53,440 --> 00:00:58,360 you take the short quiz that's available today, you're going to 13 00:00:58,360 --> 00:01:02,700 get to see the beginning of Saturday math, September, 2024 14 00:01:04,980 --> 00:01:11,100 to hear the rest of the math and a little bit about what I had to 15 00:01:11,100 --> 00:01:14,760 say. Also, I want you to wait until the end. We also have 16 00:01:14,760 --> 00:01:18,120 something else that we're inviting you to. Saturday math. 17 00:01:18,180 --> 00:01:22,460 We're back for the 2024 2025 school year, and I am your 18 00:01:22,640 --> 00:01:27,080 fearless leader. Jonily Zupancic, Saturday math is a 19 00:01:27,080 --> 00:01:32,060 chance for us to come together and for you to learn about 20 00:01:32,540 --> 00:01:40,160 counterintuitive brain based, highly impactful, which means 21 00:01:40,160 --> 00:01:47,020 raising test scores powerful opportunity to learn about how 22 00:01:47,020 --> 00:01:51,460 to improve number sense and math achievement for our students. By 23 00:01:51,460 --> 00:01:56,800 doing that, our goal is to be able to teach more in less time 24 00:01:56,980 --> 00:02:01,140 with fewer things. So if everything's important. 25 00:02:01,140 --> 00:02:04,080 Nothing's important. What typically happens, especially in 26 00:02:04,080 --> 00:02:08,340 mathematics, is kids folders and binders get so stuffed with 27 00:02:08,340 --> 00:02:12,180 things and with worksheets and packets and and then by the end 28 00:02:12,180 --> 00:02:16,380 of the year, we don't have any significant results of those 29 00:02:16,380 --> 00:02:21,380 kids achieving and growing. So what we want to do is really 30 00:02:21,380 --> 00:02:26,540 come back to these cliche phrases, less is more. Work 31 00:02:26,540 --> 00:02:29,420 smarter, not harder. And people say those all the time, and we 32 00:02:29,420 --> 00:02:32,120 nod, and we're like, yeah, we want that. We want that. But 33 00:02:32,120 --> 00:02:35,240 it's like, what does that really mean? What does that in 34 00:02:35,240 --> 00:02:39,320 particular look like? And I'm going to show you that on all of 35 00:02:39,320 --> 00:02:43,300 these Saturday mornings. And this morning, we are going to 36 00:02:43,300 --> 00:02:47,980 focus on diagonals. That's it like. That's how much I want us 37 00:02:47,980 --> 00:02:53,380 to simplify this. Less is more work smarter, not harder. So 38 00:02:53,440 --> 00:02:57,040 everything we do today is going to be based on this one 39 00:02:57,040 --> 00:03:02,160 diagonal. I'm about to show you this one diagonal can target 40 00:03:02,160 --> 00:03:04,860 standards from preschool through high school, and this one 41 00:03:04,860 --> 00:03:07,260 diagonal can improve number sense and overall math 42 00:03:07,260 --> 00:03:11,280 achievement for our students. So as we go through the Saturdays 43 00:03:11,280 --> 00:03:13,740 this year, we're going to get a little more 44 00:03:15,960 --> 00:03:19,500 like particular we're going to get a little more deliberate, 45 00:03:19,500 --> 00:03:22,580 we're going to get a little more focused on certain standards, 46 00:03:22,880 --> 00:03:26,780 but today I just want you to see the overall beauty of how one 47 00:03:26,780 --> 00:03:33,020 diagonal can teach hundreds of math skills and concepts. And 48 00:03:33,020 --> 00:03:38,960 the reason for this is our kids feel defeated with mathematics. 49 00:03:39,320 --> 00:03:43,480 Our kids are beaten down, so even as young as kindergarten 50 00:03:43,480 --> 00:03:47,200 and first grade, kids already come in with a sense that I can 51 00:03:47,200 --> 00:03:51,760 do this or I can't do this. Now, what they really mean, and part 52 00:03:51,760 --> 00:03:54,700 of what they're saying is true. Part of what they're saying is 53 00:03:54,700 --> 00:03:59,200 true because we are born with a certain level of number sense. 54 00:03:59,380 --> 00:04:02,760 Number Sense, by definition, is the innate, intuitive 55 00:04:02,760 --> 00:04:06,120 understanding of number, and we are born with a certain level of 56 00:04:06,120 --> 00:04:11,700 that. There's a good amount of research that says babies as 57 00:04:11,700 --> 00:04:16,620 young as six months old can see how large or small numbers are, 58 00:04:16,800 --> 00:04:20,840 and babies as young as six months old also already have 59 00:04:20,840 --> 00:04:26,120 deficits in their seeing of number and number, meaning how 60 00:04:26,120 --> 00:04:29,060 big and small numbers are, where they're placed on the number 61 00:04:29,060 --> 00:04:32,780 line, the size of number and the the word that I'm going to use 62 00:04:32,780 --> 00:04:37,880 for this is magnitude. So even our kids in kindergarten, fifth 63 00:04:37,880 --> 00:04:43,360 grade, ninth grade, still have this innate, intuitive sense, 64 00:04:43,660 --> 00:04:49,300 and it varies from person to person. Not everyone has the 65 00:04:49,300 --> 00:04:54,520 same level of sense. So when kids say, I can't do that, I 66 00:04:54,520 --> 00:04:58,660 can't see it. There is some truth to that, and what we want 67 00:04:58,660 --> 00:04:59,920 to do is instead. 68 00:05:00,000 --> 00:05:02,760 Instead of coming back with, and I know this has kind of been 69 00:05:02,760 --> 00:05:06,060 some of the flavor in math professional development, and, 70 00:05:06,300 --> 00:05:09,240 you know, math on social media, instead of coming back and 71 00:05:09,240 --> 00:05:13,440 saying, Oh, I can't do that yet. Okay, that kids are just annoyed 72 00:05:13,440 --> 00:05:16,980 by that sometimes, you know what I mean. Just in all honesty, I 73 00:05:16,980 --> 00:05:21,020 know our intentions are good. I know our intentions are good, or 74 00:05:21,020 --> 00:05:23,180 we come back and we're like, we've gotta have a growth 75 00:05:23,180 --> 00:05:29,240 mindset, okay? If you have a mental disorder, let's say 76 00:05:29,420 --> 00:05:33,140 you've got depression, you've got anxiety, or you're just, you 77 00:05:33,140 --> 00:05:36,440 know, people don't call this a mental disorder, but if you are 78 00:05:36,440 --> 00:05:42,040 a type A, you know, whatever, that's that's somewhat of a 79 00:05:42,040 --> 00:05:46,540 mental disorder, because we're often annoyed by what some of 80 00:05:46,540 --> 00:05:49,480 the people say. Because we're like, look, we're we just don't 81 00:05:49,480 --> 00:05:51,940 operate that way. So you're saying these great things, and 82 00:05:51,940 --> 00:05:56,980 we get it, but that doesn't help me. Do you see? So when we come 83 00:05:56,980 --> 00:05:59,380 back with those positive things, I'm not saying don't come back 84 00:05:59,380 --> 00:06:02,340 with positive things, but we come back those positive things. 85 00:06:02,400 --> 00:06:05,700 Sometimes the kids just see right through that. So we have 86 00:06:05,700 --> 00:06:09,180 to be really cautious in how we're massaging this climate and 87 00:06:09,180 --> 00:06:13,080 culture in our classrooms and in our intervention sessions. So 88 00:06:13,080 --> 00:06:16,320 when kids are telling us, I don't get this, I don't 89 00:06:16,320 --> 00:06:21,560 understand. I'm like, You know what? I know? I know now you 90 00:06:21,560 --> 00:06:24,800 learn this. I'm going to toggle back and forth between math and 91 00:06:24,800 --> 00:06:29,360 real life for a moment. You learn this in therapy. So when 92 00:06:29,360 --> 00:06:33,500 someone is coming to you and they're really struggling, what 93 00:06:33,500 --> 00:06:39,020 we tend to do as human behavior is to fix it or give a positive 94 00:06:39,020 --> 00:06:42,640 or look on the bright side. That is the worst thing you can do 95 00:06:42,640 --> 00:06:46,180 for someone that is struggling, for someone that is struggling, 96 00:06:46,180 --> 00:06:50,680 unless they're saying something that you totally disagree with. 97 00:06:51,580 --> 00:06:53,800 We want to come back and we want to say, I know, 98 00:06:55,180 --> 00:06:58,420 I know. Gosh, if you walk away from this session today with 99 00:06:58,420 --> 00:07:02,460 nothing else, take that. Okay, so when our kids are 100 00:07:03,240 --> 00:07:06,300 behaviorally challenged, and I mean, I know this is a math 101 00:07:06,300 --> 00:07:10,200 session, so kids are saying this in math, but when they're 102 00:07:10,200 --> 00:07:15,240 behaviorally challenged, ADHD, when they're acting out and 103 00:07:15,240 --> 00:07:18,180 they're frustrated and they're mad, and you know, for some of 104 00:07:18,180 --> 00:07:20,720 our older kids, they might be cussing and walking out of the 105 00:07:20,720 --> 00:07:24,920 room or whatever it is, you know you the first thing I like to 106 00:07:24,920 --> 00:07:29,180 say to kids is, I know, I know. You know what. Sometimes life 107 00:07:29,180 --> 00:07:30,920 sucks, I know. 108 00:07:32,960 --> 00:07:36,380 And then one of the other things is, how can I help? But let's 109 00:07:36,380 --> 00:07:41,560 get back to the math piece. And there are truths to kids that 110 00:07:41,560 --> 00:07:45,040 are like, I don't get this. Well, you can't, you just don't 111 00:07:45,040 --> 00:07:48,640 get it. Yet, everybody's a math person to I'm not trying to make 112 00:07:48,640 --> 00:07:53,020 fun of that stuff, but really, when you get down to the core of 113 00:07:53,020 --> 00:07:57,640 how to fill deficits with kids, that's not the way to do it. So 114 00:07:57,700 --> 00:08:02,280 I say, I know. And the next thing I say, particularly in my 115 00:08:02,280 --> 00:08:05,340 math small groups and in my math classrooms, is math is 116 00:08:05,340 --> 00:08:10,740 difficult. There is so much controversy with mathematics. 117 00:08:11,700 --> 00:08:15,480 There is there is so much struggle with mathematics that 118 00:08:15,480 --> 00:08:21,020 we don't even acknowledge. And kids feel like, well, I'm 119 00:08:21,020 --> 00:08:23,660 supposed to get this soon, or I'm supposed to have a growth 120 00:08:23,660 --> 00:08:27,260 mindset. I guess I'm just broken, and I still don't get it 121 00:08:27,260 --> 00:08:31,100 because they really don't, they don't get it, and because of our 122 00:08:31,100 --> 00:08:35,000 instructional strategies, or lack of really good best 123 00:08:35,000 --> 00:08:38,420 practices and instructional strategies, kids still don't get 124 00:08:38,420 --> 00:08:43,300 it, and then we tell them, they'll get it soon, but then 125 00:08:43,300 --> 00:08:47,020 they still don't. Do you see, this is like, really hardcore 126 00:08:47,020 --> 00:08:49,960 this morning. This is really hardcore this morning, but I 127 00:08:49,960 --> 00:08:53,620 just want to just drop some truths out there to really have 128 00:08:53,620 --> 00:08:57,820 us rethink all of our instructional facilitation 129 00:08:57,820 --> 00:08:58,720 practices. 130 00:08:59,860 --> 00:09:04,620 So I will say, I know math is really difficult, and what we're 131 00:09:04,620 --> 00:09:11,340 going to do is we are going to just try to play with it. Just 132 00:09:11,340 --> 00:09:12,960 give me a chance to play with it, 133 00:09:13,980 --> 00:09:16,260 and then I'm going to do with them what I'm going to do with 134 00:09:16,260 --> 00:09:20,600 you today, with one little diagonal so I need to 135 00:09:20,600 --> 00:09:23,360 acknowledge to them, like, especially my eighth graders 136 00:09:23,360 --> 00:09:26,600 that I'm working with right now, great group of kids, very 137 00:09:26,600 --> 00:09:30,140 compliant. Like, have a good focus. 138 00:09:31,460 --> 00:09:34,940 You know, they've kind of checked out of math because 139 00:09:34,940 --> 00:09:37,700 they've been defeated, but they're willing to give it a try 140 00:09:37,700 --> 00:09:40,720 this year. This is, this is my new group of of eighth graders 141 00:09:40,720 --> 00:09:45,520 I'm working with, and they are just, they're the best, but 142 00:09:45,520 --> 00:09:48,880 they're like, Mr. Panzek, I just, I don't, I don't get it. 143 00:09:49,420 --> 00:09:51,880 And for so many years, they haven't gotten it, and they 144 00:09:51,880 --> 00:09:55,960 don't see it that they just have lost trust anymore in the adults 145 00:09:55,960 --> 00:09:59,920 that are trying to help them. So I'm going to show you what i. 146 00:10:00,000 --> 00:10:03,060 Done with my eighth graders. Now I'm in a unique situation, for 147 00:10:03,060 --> 00:10:04,080 those of you that don't know, 148 00:10:05,160 --> 00:10:08,220 I am a math coach and consultant for minds on math. So I serve 149 00:10:08,760 --> 00:10:12,300 anywhere from like five to 15 districts every year in some 150 00:10:12,300 --> 00:10:17,640 capacity, in and outside Ohio, as well as in person and 151 00:10:17,640 --> 00:10:21,560 virtually. And because I serve so many teachers in so many 152 00:10:21,560 --> 00:10:25,040 districts, I like to bring us together on these Saturdays to 153 00:10:25,040 --> 00:10:28,280 kind of like pave the way for all of the work that I do 154 00:10:28,280 --> 00:10:32,480 together with my clients. But I have one school in particular. 155 00:10:32,480 --> 00:10:36,980 It's a k8 building that I have some collaborative groups that I 156 00:10:36,980 --> 00:10:39,980 work with. I have some partner groups, and this year, I am 157 00:10:39,980 --> 00:10:44,200 heavily invested, and I've been in the classrooms every single 158 00:10:44,200 --> 00:10:49,600 day of these grade levels, so I'm highly invested, and have 159 00:10:49,660 --> 00:10:52,780 all of the resources and connection to standards for 160 00:10:52,780 --> 00:10:57,160 these grade levels. And that is Grade Two, grade three, grade 161 00:10:57,160 --> 00:11:02,700 four, grade five, grade seven, grade eight. So I've got six 162 00:11:02,700 --> 00:11:06,780 classes a day right now that I teach to, and when I teach to 163 00:11:06,780 --> 00:11:11,040 each of those six classes, I use the same stimulus and task with 164 00:11:11,040 --> 00:11:12,600 every single class 165 00:11:13,860 --> 00:11:19,080 and then facilitate it to match the math standards of that grade 166 00:11:19,080 --> 00:11:22,040 level. And you're going to see a glimpse of that today. And I 167 00:11:22,040 --> 00:11:24,560 think it's important, if you've never been to a Saturday math 168 00:11:24,560 --> 00:11:27,860 before, that I share with you all this background information, 169 00:11:28,160 --> 00:11:30,500 because what I'm going to do today is going to be very 170 00:11:30,500 --> 00:11:34,160 different than we typically deliver mathematics to our kids. 171 00:11:34,760 --> 00:11:37,700 Now I'm going to tell you I have three, 172 00:11:38,720 --> 00:11:41,320 and I think this is important too, especially for those of you 173 00:11:41,320 --> 00:11:44,140 that are regulars that may not have heard this story, or maybe 174 00:11:44,140 --> 00:11:45,280 it's been too long. 175 00:11:47,200 --> 00:11:50,980 I say this because this isn't all just fun and games. There 176 00:11:50,980 --> 00:11:55,840 are three particular pretty significant research results 177 00:11:56,020 --> 00:11:58,180 that I've gotten in the past 20 years. 178 00:11:59,200 --> 00:12:03,180 About almost 20 years ago now, I had a sixth grade group of kids 179 00:12:03,180 --> 00:12:07,560 with all different ability levels, from limited and failing 180 00:12:07,560 --> 00:12:13,440 the end of course exams every year to accelerated advanced 181 00:12:13,440 --> 00:12:17,700 kids that weren't necessarily in advanced classes for math. So we 182 00:12:17,700 --> 00:12:21,200 put a conglomerate of kids together in this cohort, in a 183 00:12:21,200 --> 00:12:26,120 sixth grade classroom. And of this cohort, this, this entire 184 00:12:26,120 --> 00:12:31,520 class of sixth grade students, 27% of them passed the fifth 185 00:12:31,520 --> 00:12:37,940 grade, end of year state assessment, only 27% passed. So 186 00:12:37,940 --> 00:12:43,060 you know, the pair to that to 100 is how many failed. So 20% 187 00:12:43,720 --> 00:12:48,400 27% of this cohort passed the fifth grade. So you know, not 188 00:12:48,400 --> 00:12:51,460 even a third of these kids passed the fifth grade math end 189 00:12:51,460 --> 00:12:55,420 of state assessment. The previous year we had these kids, 190 00:12:55,720 --> 00:12:59,020 of course, for nine months they took the sixth grade assessment. 191 00:12:59,080 --> 00:13:02,040 And for these kids, I was with them every day, sometimes, and 192 00:13:02,040 --> 00:13:06,180 then usually only one or two days a week with this model. And 193 00:13:06,180 --> 00:13:09,360 at the end of that sixth grade year when they took the state 194 00:13:09,360 --> 00:13:10,140 assessment, 195 00:13:11,160 --> 00:13:18,120 66, zero, 60. Yes, I know everybody's numbers are, are 196 00:13:18,120 --> 00:13:23,060 that as a matter of fact, I have a school district that reached 197 00:13:23,060 --> 00:13:27,260 out last year that in their high school algebra, end of state and 198 00:13:27,260 --> 00:13:30,440 of course, state test, 4% passed. I 199 00:13:32,480 --> 00:13:35,060 mean, we just, I mean, this is just, this is a fact. This 200 00:13:35,060 --> 00:13:40,700 doesn't surprise anyone, but we went from 27% passing to 60% 201 00:13:41,240 --> 00:13:46,660 passing 66 zero. Now, still to an outsider of the math 202 00:13:46,660 --> 00:13:50,440 education world, they're like, you only have 60% passing. No, 203 00:13:50,440 --> 00:13:54,400 you don't get it in the in the math achievement world, like 60% 204 00:13:54,940 --> 00:14:01,260 is, is a number that only some people can dream of. Okay, now, 205 00:14:02,400 --> 00:14:06,420 in another school just last year, not the partner school I 206 00:14:06,420 --> 00:14:09,960 work with, but in another school district. I worked with this 207 00:14:09,960 --> 00:14:13,500 school district for two years, pretty intensely, the fourth 208 00:14:13,500 --> 00:14:19,740 grade teachers last year the end of course, fourth grade state 209 00:14:19,740 --> 00:14:24,620 math exam that all the fourth graders in the state take, this 210 00:14:24,620 --> 00:14:27,440 school district had had similar results. They're anywhere from 211 00:14:27,440 --> 00:14:34,880 like 40 to 65% passing at any grade level. So these 2/4 grade 212 00:14:34,880 --> 00:14:38,360 teachers with all of the fourth graders in this whole district, 213 00:14:39,620 --> 00:14:40,960 84% passing, 214 00:14:42,400 --> 00:14:48,880 84% passing. So I mean, that is tremendous, but what this is 215 00:14:48,880 --> 00:14:55,060 going to take is a complete shift in how we deliver 216 00:14:55,060 --> 00:14:56,020 mathematics, 217 00:14:57,640 --> 00:14:59,920 not a shift in the materials. 218 00:15:00,000 --> 00:15:05,340 Use, although that could be, but here's what our tradition is in 219 00:15:05,340 --> 00:15:09,960 mathematics. Oh, hey, we've got a curriculum review year, and 220 00:15:09,960 --> 00:15:14,760 now is our chance to get 84% passing. We're gonna do a 221 00:15:14,760 --> 00:15:17,460 curriculum review, and we're gonna choose a new curriculum, 222 00:15:17,460 --> 00:15:23,120 and this is gonna do it that will never do it. Okay? Now I'm 223 00:15:23,120 --> 00:15:25,520 not saying don't do those things. I'm not saying, like, 224 00:15:26,060 --> 00:15:30,440 whatever, but if you want results, like I'm talking about, 225 00:15:30,920 --> 00:15:33,920 that's not the way you're going to get the results. Okay? You 226 00:15:33,920 --> 00:15:36,740 don't you do those things for other reasons. One more 227 00:15:38,360 --> 00:15:40,660 example, and then I promise I'm going to teach you today, 228 00:15:40,660 --> 00:15:43,960 because I'm sure you're like, just tell me how to do it. Joni, 229 00:15:44,140 --> 00:15:46,720 like you're preaching to the choir here. We're here on a 230 00:15:46,720 --> 00:15:50,080 Saturday morning, like we believe you, we trust you. Just 231 00:15:50,080 --> 00:15:54,820 freak and tell us what to do. But I just, I need us to truly 232 00:15:54,820 --> 00:15:58,300 understand the power and impact of this model. 233 00:15:59,680 --> 00:16:03,540 So the third example is I actually at this partner school, 234 00:16:03,540 --> 00:16:08,760 this k8 building, I have a cohort of kids that I've been 235 00:16:08,760 --> 00:16:12,900 following since kindergarten. I get access to them at least two 236 00:16:12,900 --> 00:16:18,360 days a week, at least two days a week. And these kinders, because 237 00:16:18,360 --> 00:16:21,500 I call them my kinders, because they're my cohort group. They're 238 00:16:21,500 --> 00:16:22,880 in seventh grade this year. 239 00:16:23,900 --> 00:16:27,620 So you talk about, like commitment to excellence, okay, 240 00:16:27,620 --> 00:16:30,980 they are seventh graders this year. I started with them in 241 00:16:30,980 --> 00:16:36,680 kindergarten when they first took the the a standardized 242 00:16:36,680 --> 00:16:41,320 test. So not an achievement test, not an adaptive test, not, 243 00:16:41,560 --> 00:16:46,780 you know, there are two really good standardized test companies 244 00:16:47,080 --> 00:16:51,160 that I really love for mathematics and for cognitive 245 00:16:51,160 --> 00:16:56,260 ability, like IQ ish and they are Terra Nova and Iowa. They're 246 00:16:56,260 --> 00:16:58,720 actually competing companies, but they both, you know, it 247 00:16:58,720 --> 00:17:02,760 doesn't matter. It's, it's, you know, apples and oranges. It 248 00:17:02,760 --> 00:17:06,120 doesn't matter which you pick. You know, they're both whatever, 249 00:17:06,120 --> 00:17:10,380 whatever you know cost effective way, or whatever partnership you 250 00:17:10,380 --> 00:17:14,760 can make with them. When we took the Terra Nova, when these 251 00:17:14,820 --> 00:17:16,980 cohort of kids took the Terra Nova 252 00:17:18,120 --> 00:17:21,200 early on in second and third grade, when you start giving it 253 00:17:22,220 --> 00:17:26,240 their cognitive ability scores, IQ scores, and 100 is average. 254 00:17:26,240 --> 00:17:32,180 We're anywhere from like 89 to 132 Okay, so you have the bell 255 00:17:32,180 --> 00:17:35,060 curve of cognitive ability. You do at every grade level, every 256 00:17:35,060 --> 00:17:41,140 school. But what we see in schools is for the math 257 00:17:41,140 --> 00:17:45,100 achievement portion. We typically see a bell curve. 258 00:17:45,100 --> 00:17:47,740 Also, we see a little bit of kids, like, under 20th 259 00:17:47,740 --> 00:17:51,160 percentile. We see some more kids between 20 and 40th 260 00:17:51,160 --> 00:17:54,700 percentile. 50th percentile is average. So you see the most 261 00:17:54,700 --> 00:17:58,180 kids at the top, you know, going up that bell from that bell 262 00:17:58,180 --> 00:18:01,320 curve, you see the most kids between, like 40 and 60th 263 00:18:01,320 --> 00:18:05,160 percentile, and then you start seeing 70th, 80th percentile. 264 00:18:05,280 --> 00:18:08,460 And then down here you see, you know, 80th, 90th percentile, and 265 00:18:08,460 --> 00:18:11,400 that's a few kids, just like when you give any math test, you 266 00:18:11,400 --> 00:18:16,740 get a few Fs, a little more DS, probably lots of CS and Bs, a 267 00:18:17,100 --> 00:18:20,280 little less Bs, and then a little less A's. 268 00:18:21,600 --> 00:18:24,500 So we're always teaching to create these bell curves. 269 00:18:25,580 --> 00:18:29,240 We want instructional delivery that's going to break the bell 270 00:18:29,240 --> 00:18:29,720 curve 271 00:18:30,800 --> 00:18:33,800 like we just have accepted the bell curve, because, see, that's 272 00:18:33,800 --> 00:18:37,340 how brains are, and that's how statistics 273 00:18:38,360 --> 00:18:42,700 tells us cohorts of populations are, and they are. You pick any 274 00:18:42,700 --> 00:18:45,820 20 people off the street, you give them a math thing, you'll 275 00:18:45,820 --> 00:18:47,200 get a bell curve. Scenario, 276 00:18:48,220 --> 00:18:51,400 what we did with this cohort group was we broke the bell 277 00:18:51,400 --> 00:18:55,480 curve. These kids had cognitive abilities, still bell curve, 278 00:18:55,480 --> 00:18:56,320 IQs, 279 00:18:57,340 --> 00:19:01,560 but no student in the math achievement portion had less 280 00:19:01,560 --> 00:19:08,160 than a 70th percentile on their math score. So every single one 281 00:19:08,160 --> 00:19:11,820 of these students outperformed their cognitive ability. 282 00:19:13,800 --> 00:19:15,840 So this is possible, 283 00:19:16,920 --> 00:19:19,980 and let's just snap to it here. I'm going to go ahead and share 284 00:19:19,980 --> 00:19:20,660 my screen, 285 00:19:21,860 --> 00:19:25,040 I have two documents. I have the document that I'm going to share 286 00:19:25,040 --> 00:19:27,680 with you that when I follow up through email, you'll get the 287 00:19:27,680 --> 00:19:31,160 document that you can display for your students, but the 288 00:19:31,160 --> 00:19:33,920 document that I'm going to show you today, I'm actually going to 289 00:19:33,920 --> 00:19:37,760 draw notes on it so you have it for you, so you can take your 290 00:19:37,760 --> 00:19:40,360 own notes. But I'm going to draw notes, I'm going to save it 291 00:19:40,360 --> 00:19:43,540 electronically, and you're also going to get that copy with all 292 00:19:43,540 --> 00:19:47,920 of the notes we talked about today. And then I am recording 293 00:19:47,920 --> 00:19:51,040 this, so you will get a link to the recording if you need to go 294 00:19:51,040 --> 00:19:54,880 back and relook at any of the pieces and parts. So I'm going 295 00:19:54,880 --> 00:19:57,340 to go ahead, I'm going to pull it up first, and I'm going to 296 00:19:57,340 --> 00:19:59,920 share my screen. I'm going to pull up the diagonals with. 297 00:20:00,000 --> 00:20:03,720 Notes, and we're going to take some notes on this. 298 00:20:05,160 --> 00:20:08,700 Now, as I said, the instructional delivery is what 299 00:20:08,700 --> 00:20:13,620 is absolutely essential. The instructional delivery is 300 00:20:13,620 --> 00:20:19,680 absolutely essential. And I am minimizing you guys, so if for 301 00:20:19,680 --> 00:20:23,120 some reason, like you can't see my screen, or you stop hearing 302 00:20:23,120 --> 00:20:26,180 me, or whatever, just unmute and tell me, because I'm minimizing 303 00:20:26,180 --> 00:20:29,540 you, I'm not going to be able to see you while I'm sharing here. 304 00:20:30,380 --> 00:20:35,540 So there's a certain way that we actually have to deliver, and 305 00:20:35,540 --> 00:20:39,920 this is why an adoption of a new textbook never gets significant 306 00:20:39,920 --> 00:20:43,300 results and achievement is because we're not focused on the 307 00:20:43,300 --> 00:20:46,600 delivery. We're focused on the new materials, but we're not 308 00:20:46,600 --> 00:20:50,140 focused on the delivery. So you can adopt any textbook you want, 309 00:20:50,200 --> 00:20:55,060 and you can use this delivery method with your textbook. This 310 00:20:55,060 --> 00:20:58,180 is, this is probably one of the most the other most important 311 00:20:58,180 --> 00:21:01,740 things I say today is whatever I'm sharing with you today, 312 00:21:01,740 --> 00:21:05,220 you're going to see how it teaches standards. You'll find 313 00:21:05,220 --> 00:21:07,440 things like this in your textbooks. 314 00:21:08,580 --> 00:21:09,780 The key 315 00:21:10,860 --> 00:21:16,860 to achieving high success is the delivery, how we facilitate it, 316 00:21:17,340 --> 00:21:19,980 just like I talked about at the beginning. You know, when we use 317 00:21:19,980 --> 00:21:23,360 some of those cliche things, kids kind of just get annoyed by 318 00:21:23,360 --> 00:21:26,720 that. So we need a better delivery system that really 319 00:21:26,720 --> 00:21:31,220 tells kids, no, this year is going to be different, trust me. 320 00:21:32,420 --> 00:21:36,980 So how do I deliver this? You all see this diagonal and I've 321 00:21:36,980 --> 00:21:40,840 put the delivery phrase here. These are my favorite three 322 00:21:40,840 --> 00:21:45,640 words other than I love you, tell me about so I show kids a 323 00:21:45,640 --> 00:21:47,560 diagonal and I say, tell me about. 324 00:21:48,580 --> 00:21:51,340 Now this comes back to when I said, you know, kids are 325 00:21:51,340 --> 00:21:55,480 defeated. They know that they've not been good. They know they 326 00:21:55,600 --> 00:21:58,240 have not been successful with mathematics. And we're like, oh, 327 00:21:58,240 --> 00:22:01,560 but not yet. And my 10th graders are like, Yeah, my teachers have 328 00:22:01,560 --> 00:22:03,900 been telling that for not telling me that for nine years, 329 00:22:03,900 --> 00:22:05,100 and nothing's changed. 330 00:22:06,360 --> 00:22:06,900 So 331 00:22:08,460 --> 00:22:11,160 instead of saying, you know, we're not good yet, or growth 332 00:22:11,160 --> 00:22:17,580 mindset, what what I do to tell them that this year is different 333 00:22:18,180 --> 00:22:21,080 and and to tell them that they have good thinking and 334 00:22:21,080 --> 00:22:25,400 reasoning, and to celebrate that and to increase their 335 00:22:25,400 --> 00:22:30,560 confidence, here's what I do. I say, tell me about, tell me 336 00:22:30,560 --> 00:22:33,560 about this diagonal See, I'm not going to lecture them on the 337 00:22:33,560 --> 00:22:36,260 fact that, you know, I am going to acknowledge, yeah, 338 00:22:37,580 --> 00:22:42,160 you know, you guys, because by eighth grade, these kids are in 339 00:22:42,220 --> 00:22:46,060 the non advanced math class. So we're telling them, oh, 340 00:22:46,060 --> 00:22:49,900 everybody's a math person, everybody, but yet, you weren't 341 00:22:49,900 --> 00:22:53,500 good enough to be in the advanced class for math. See, 342 00:22:53,500 --> 00:22:56,860 we're really contradicting what we say in the climate that we're 343 00:22:56,860 --> 00:23:01,020 building in schools. So I'm going to tell kids, look, you're 344 00:23:01,020 --> 00:23:03,840 not in the advanced math class. Now, this is not how I'm talking 345 00:23:03,900 --> 00:23:06,840 to first graders. Okay, I'm talking about these kids that 346 00:23:06,840 --> 00:23:09,720 come with a lot of baggage, these secondary level kids, you 347 00:23:09,720 --> 00:23:13,200 know, even fourth and fifth grade. Look, you know what? I 348 00:23:13,200 --> 00:23:17,040 know, I know. I know you struggle. You know you're not in 349 00:23:17,040 --> 00:23:21,380 the advanced math class. You know. And there's a reason why, 350 00:23:21,860 --> 00:23:23,240 and it's because 351 00:23:24,440 --> 00:23:27,980 not to anybody's fault, but the way that math has been delivered 352 00:23:27,980 --> 00:23:32,660 to you has not allowed it to open up your brain to access the 353 00:23:32,660 --> 00:23:35,900 information. So I'm going to try lots of different things with 354 00:23:35,900 --> 00:23:39,500 you this year, until we get a just right approach that your 355 00:23:39,500 --> 00:23:43,060 brain is going to be able to connect with it, and the only 356 00:23:43,060 --> 00:23:45,940 way I can do that is to know what you're thinking. 357 00:23:47,140 --> 00:23:51,340 So to get everybody thinking, I use the phrase tell me about 358 00:23:52,300 --> 00:23:55,060 now, I don't necessarily tell this to my kids because it's too 359 00:23:55,060 --> 00:23:58,600 much lecturing, but I'm telling this to you as teachers. The 360 00:23:58,600 --> 00:24:04,380 reason I do this is because we open up the access for 361 00:24:04,380 --> 00:24:07,800 everybody, because I'm not asking for an answer, because 362 00:24:07,800 --> 00:24:10,920 I'm not asking them to solve something, because I'm not 363 00:24:10,920 --> 00:24:15,480 pigeonholing them into a skill set, I'm just asking them tell 364 00:24:15,480 --> 00:24:17,520 me about this diagonal anything you know, 365 00:24:18,600 --> 00:24:24,620 what it does is it levels the playing field. It allows access 366 00:24:24,620 --> 00:24:26,420 to all ability levels, 367 00:24:27,440 --> 00:24:33,680 the most gifted and the most struggling at the same time. So 368 00:24:33,680 --> 00:24:38,240 I can put every ability level of kid in the same classroom. I 369 00:24:38,240 --> 00:24:41,980 don't even necessarily have to have an advanced class. And I 370 00:24:41,980 --> 00:24:45,280 can differentiate with this model, with this one lesson, I 371 00:24:45,280 --> 00:24:47,200 don't need enough to create seven lessons. 372 00:24:48,460 --> 00:24:50,560 So I can say, tell me about this diagonal 373 00:24:51,880 --> 00:24:56,200 gaining student perspective is so essential in Daniel Pink's 374 00:24:56,200 --> 00:24:59,920 book drive, which is all about human behavior and what drive. 375 00:25:00,000 --> 00:25:03,240 Us. It's really about motivation. He said that there 376 00:25:03,240 --> 00:25:05,880 are a few important factors for motivation. 377 00:25:07,080 --> 00:25:09,960 Number one is a sense of belonging. 378 00:25:10,980 --> 00:25:14,280 The way that I create a sense of belonging in my classroom, 379 00:25:14,280 --> 00:25:20,060 specifically with math content, is through this model, I 380 00:25:20,060 --> 00:25:24,260 actually say without maybe saying it, I care what you 381 00:25:24,260 --> 00:25:28,700 think. I care about your perspective. You belong here, 382 00:25:28,700 --> 00:25:32,660 and what your brain is doing matters. And the way that I do 383 00:25:32,660 --> 00:25:36,020 that is I say to my students, you know what? Guys tell me 384 00:25:36,020 --> 00:25:37,100 about this diagonal. Tell 385 00:25:38,540 --> 00:25:41,360 me about this diagonal. Anything you want. Now, when you first 386 00:25:41,360 --> 00:25:44,080 start doing this, it's going to be all to be awkward for kids, 387 00:25:44,380 --> 00:25:47,560 but in just a few short days, literally, like three days of 388 00:25:47,560 --> 00:25:53,980 doing this, they're going to be like, This is amazing, and I 389 00:25:53,980 --> 00:25:56,800 trust you, like they're not going to say that in those 390 00:25:56,800 --> 00:25:59,140 words. They're still going to roll their eyes because that's 391 00:25:59,140 --> 00:26:03,360 just a teenage habit, but they are going to be like, I trust 392 00:26:03,360 --> 00:26:09,000 you and I'm willing to engage because you care what I think I 393 00:26:09,060 --> 00:26:15,540 belong. So see, these things are absolutely important, no matter 394 00:26:15,540 --> 00:26:16,740 what, 395 00:26:17,880 --> 00:26:24,680 no matter what textbook or curriculum resources we use, no 396 00:26:24,680 --> 00:26:25,700 matter what 397 00:26:27,680 --> 00:26:31,760 it's all in the delivery. That's the point. So gaining student 398 00:26:31,760 --> 00:26:36,380 perspective is the first thing we should do every single day to 399 00:26:36,380 --> 00:26:40,160 jump start our lessons. Tell me about now. You could get 400 00:26:40,160 --> 00:26:43,240 something from your textbook. You could get an equation, or 401 00:26:43,240 --> 00:26:47,260 you could get a fraction or a number or a picture, or 402 00:26:47,260 --> 00:26:49,900 whatever. Take a picture of something in your textbook. 403 00:26:50,620 --> 00:26:54,280 Remove all of the questions, remove all of the narrative, 404 00:26:54,280 --> 00:26:57,820 remove all of the stuff that forces answer, getting and 405 00:26:57,820 --> 00:27:01,680 solving, and just put whatever symbol or image is there, just 406 00:27:01,680 --> 00:27:06,000 like my diagonal. And you'll say, tell me about this 407 00:27:06,000 --> 00:27:09,780 equation. Don't want you to solve it. I just tell me about 408 00:27:09,780 --> 00:27:12,480 this equation. Tell me what. Now, here's some other prompts. 409 00:27:12,900 --> 00:27:15,600 Tell me what you see. What do you notice? 410 00:27:17,640 --> 00:27:22,580 Now, the next thing that I can ask, and I don't always ask. So 411 00:27:22,580 --> 00:27:26,540 for those of you that were brand new today, welcome. I hope we 412 00:27:26,540 --> 00:27:30,320 see you on other saturday sessions. The best way to get 413 00:27:30,320 --> 00:27:33,320 triggered knowing when the registration is up, because 414 00:27:33,380 --> 00:27:37,700 after today, I'll put the registration up for October. I 415 00:27:37,700 --> 00:27:40,660 only put the registration up in Eventbrite one month at a time 416 00:27:41,080 --> 00:27:44,500 in order to not miss it, to be guaranteed to not miss it and 417 00:27:44,500 --> 00:27:46,300 not rely on me to remember you. 418 00:27:47,620 --> 00:27:51,280 I juggle a lot. I got a lot of plates spinning. Go to 419 00:27:51,280 --> 00:27:53,740 Eventbrite and follow mines on math, and then you'll get an 420 00:27:53,740 --> 00:27:56,620 email. Hey, there's a new event. Hey, there's a new event. Hey, 421 00:27:56,620 --> 00:27:57,460 there's a new event. 422 00:27:59,860 --> 00:28:04,740 So do that. That would be the number one action. Also, if you 423 00:28:05,220 --> 00:28:09,120 are new or even returning and you're not already registered 424 00:28:09,120 --> 00:28:13,440 for tier one interventions, get on that train and get your 425 00:28:13,440 --> 00:28:17,760 friends and get involved and and we launch September 21 two weeks 426 00:28:17,760 --> 00:28:23,480 from today. So gotta do that. The next I want to say is, if 427 00:28:23,480 --> 00:28:26,960 you follow math, if you follow minds on math on Eventbrite, 428 00:28:27,920 --> 00:28:31,640 we've got another free training just like this that we're going 429 00:28:31,640 --> 00:28:36,860 to do once a month. This is brand new. Krista, Amy Nicole, 430 00:28:37,220 --> 00:28:40,540 Laura, those of you that are returning, those of you that 431 00:28:40,540 --> 00:28:43,120 have been here, Kirk, those of you that have been here before, 432 00:28:43,600 --> 00:28:47,620 we're adding another free monthly session that is going to 433 00:28:47,620 --> 00:28:52,000 be mathematics based, but it's going to target more of the 434 00:28:52,000 --> 00:28:57,520 adaptations. I mentioned the adaptations today. Sherry 435 00:28:57,520 --> 00:29:00,660 mentioned in the comments some of the adaptations, but it's 436 00:29:00,660 --> 00:29:03,300 going to be mathematically based. So we're going to teach a 437 00:29:03,300 --> 00:29:08,100 math concept, but it's going to be much more of sherry sharing 438 00:29:08,100 --> 00:29:12,000 the adaptations for that concept. So if you have kids 439 00:29:12,000 --> 00:29:14,760 struggle with fine motor, you have kids struggle with visual 440 00:29:14,760 --> 00:29:17,280 perception, you have kids struggle with ADHD. You have 441 00:29:17,280 --> 00:29:22,280 kids that struggle with some of those non academic things. The 442 00:29:22,280 --> 00:29:26,900 session every month is called impact. It will always be on a 443 00:29:26,900 --> 00:29:31,940 Wednesday at 7pm Eastern. Event right already has the 444 00:29:31,940 --> 00:29:33,260 registration up. 445 00:29:34,400 --> 00:29:39,500 You can on right now go to Eventbrite, search minds on 446 00:29:39,500 --> 00:29:44,020 math, and you can register for that session I 447 00:29:45,400 --> 00:29:48,340 and we are going to extend the diagonal, 448 00:29:49,360 --> 00:29:54,340 and we are going to expand on how to adapt that for students 449 00:29:54,340 --> 00:29:59,920 with and without disabilities, but looking at it from the what. 450 00:30:00,000 --> 00:30:06,000 Makes a diagonal, a diagonal beautiful, and why? When Sherry 451 00:30:06,000 --> 00:30:08,700 put in the comments before diagonals are the most 452 00:30:08,700 --> 00:30:11,880 difficult, like in letter formation. 453 00:30:12,900 --> 00:30:18,300 Okay, so we're going to add all of those pieces in and extend on 454 00:30:18,300 --> 00:30:21,860 the content from whatever the Saturday was, and we're gonna 455 00:30:21,860 --> 00:30:24,560 share all of the adaptive strategies. So 456 00:30:26,420 --> 00:30:27,380 this is up level for us. 457 00:30:28,400 --> 00:30:32,780 This is really up level, and we're bringing it to you once a 458 00:30:32,780 --> 00:30:33,140 month, 459 00:30:34,880 --> 00:30:38,300 and it's gonna be on a Wednesday, and we hope to see 460 00:30:38,300 --> 00:30:39,320 you for that you.