Jonily : Welcome everyone. This is tier one interventions
podcast. I am one of your hosts. Joni zupanczyk, math specialist,
and my co host is here, co author, partner in crime, all of
those things. Cheri Dotterer, an occupational therapist and
neuroscience expert. We're getting ready to begin the
science of math.
Cheri Dotterer: Hey everybody. It's Cheri Dotterer here. I just
wanted to give you an update on today's episode. We have
recorded this at a Saturday math, which is a free webinar
that we do monthly. We follow that up with impact Wednesday on
a Wednesday night. So this past Saturday, we recorded this
episode, and we want to share it with you in its entirety. We're
not going to break it up for you, because we think it is such
a powerful episode. But if you want to come on Wednesday night
to hear the next segment of this, join us on impact
Wednesday at the science of math, non academic connections,
what happens in our brain. So we're going to do a neuroscience
dive into what we talked about here in the Math Episode at our
free Saturday math session. The link for both of them will be in
the show notes, so you can sign up next month at Joni Lee's
website on Eventbrite, or just give me an email at Cheri, at
Cheri dotterer.com, and I will let you know how to sign up
before we begin. Please subscribe and comment on this
episode. Let's tune in to Saturday math. Good
Jonily : morning everyone, and welcome to this Saturday's
webinar all about the science of math. Yes, that is what I said.
Good morning. Yes, good morning to all of you. The Science of
math is coming, and I want to give us some details, some
cautions, some warnings and also some solutions. This morning,
very excited about today's webinar. Thank you so much for
being here on in my part of the world, in Ohio, in the United
States, snowy and cold part of the world, but it is beautiful
this morning as I look out my window and we are going to talk
all about the science of math today, as the science of math
begins to roll out in definitely in the state of Ohio, but also
in the United States, there will be different phases of roll out.
And then, of course, Canada, you'll have your own roll out,
and then in other parts of the world, it's going to look a
little different. And the big wave is coming for everyone, and
it's going to happen in different ways. However, I want
us to be informed and not misinformed. And some of you
might be saying, then, how do I know that your information is
not the misinformation? And that is the question, not only do you
need to be asking me, but also people like me, also anyone in
your school district that is narrating some of these changes
that are going to come. Now, what typically happens in
education is we know that a wave is coming. There's buzz about
it. There might be a few professional developments about
it, and then it gets stagnant, sometimes for 345, years, and
then it comes back around. A lot of times it takes a while to get
traction. Other times, there are mandates that come in and things
happen immediately. I think we're still walking on thin, icy
water at this point, which is which makes me thrilled to have
everybody here today, because I want today to be a foundational
tool for you to use to assess against everything else that
comes your way. The first question you should ask when the
topic of science of math comes around, or research based or
evidence based, as far as mathematics is, are you
currently implementing in classrooms, and what results are
you getting? And I think oftentimes, even when we adopt
math textbooks, and the speaker comes, whether it's the sales.
Rep or the trainer. Sometimes it's one in the same it's even a
question we should ask them, Who in your company is currently
implementing the textbook and the ideas that you're presenting
in the training, and what results are you getting, and we
need to see that in real time. I think we take for face value,
what people are telling us and what people are saying, and then
we're frustrated that we're not seeing immense scaling results
in mathematics. Those are some of my cautions, and I'm going to
be very direct and aggressive today. However, I want to fill
your day with solutions again. Welcome everyone. I am your
host, Jonily Zupancic, Jay Z in the house this snowy Saturday
morning where I am to really unveil science of math in its
early stages and early form. Many times you'll hear me talk
about cognitive science of learning, there are four
components, four strategies, not necessarily in the education
world, but in the psychological world, in the neuroscience
world, there are four strategies of cognitive science that
promote highly effective learning and retention of
content. So if I'm a college student, let's say and I have to
learn information or relearn information for a midterm or a
final exam. There are many strategies, but in cognitive
science, I typically focus on these four strategies to excel
learning memory and retention of the content. These strategies
work short term as well as long term. I'm going to show you them
on the screen, but right now I'm going to just tell them to you
so you'll just hear them right now, and I'll refer back to them
during this entire session, and they are interleaving spaced
repetition, retrieval practice and metacognitive feedback. And
what I'm going to do today is I'm going to define each of
those. Then I'm going to show you how they relate to teaching
and learning in general. Then I will show you how they relate to
teaching and learning of mathematics specifically. Then I
have then what I'm going to do is share with you some resources
of the exact implementation of these strategies in mathematics
classrooms. It is going to be exciting this morning, and we
will interact in a moment, but right now, I'm just going to
seminar it. I'm just going to give you a lot of stuff, and
then we'll process and interact later. So again, welcome.
Welcome to all of you that know me. Welcome to all of you that
don't know me. Again, my name is Jonily Zupancic, Jay Z right
here, bringing to you on the front lines science science of
math. And again, I will interchange science of math with
with cognitive science of math with science of learning, and
I'll talk about the little caveats of all of those things.
But the cognitive science of math for us here at minds on
math is a model that provides scalable math achievement
through explicit instructional techniques. The explicit,
deliberate and intentional training is much more for the
teacher and facilitator and educator intervention specialist
rather than for the student. So there are there, there are
certain explicit instructional techniques for the teacher, but
then the explicit techniques and strategies for the students are
different, and oftentimes during professional development
trainings, we teach the explicit and direct strategies that
benefit the students, which then don't allow teachers to
implement in the appropriate. Correct way for students to get
the full advantage of the strategies. So the teaching
techniques and the learning techniques are different. The
action steps, the moves that we make as instructors are
different than the moves that we ask students to make, and many
times we don't differentiate between those two things. Just
an example. You probably since you're here on your own time,
virtually whatever part of the world you're from, whatever time
of day it is, you chose to be here. You've probably been to
many trainings, seminars, professional developments like
this. And in those trainings, seminars, professional
developments. Oftentimes you get really excited, and by the end,
you're like, that was really amazing, or you might say that
was really awful, but in those that you say that was really
amazing, so fantastic. I'm going to go, I'm just going to go
change my entire classroom tomorrow. You get back to your
classroom and you're like, I just went through the most
amazing experience, but I don't know how to do this in my
classroom, and there's this disconnect between the
techniques that we learn in trainings, the techniques that
we teach to our students, and then the techniques that we
specifically and explicitly learn as the educator on
actually facilitating these transformations, and all of
those have their own names and strategies. Bottom line, though,
we want we all want the same outcomes for math. We want kids
to know their facts. We want kids to be confident. We want
kids to be able to work independently. We want kids to
be able to just do we want them to have the prerequisites. We
want them to have number sense. No matter who I interview or
survey anywhere in the world. We all want the same outcomes, but
if I survey and narrow those outcomes, if I survey math
teachers, instructional specialists, interventionists.
If I survey the people that are currently teaching math students
and helping specifically struggling students, everything
boils down into the same categories. I'm going to rename
these categories as we go today, but these categories are
different than outcomes, so to speak, because as I survey
teachers, what ends up coming out are the deficits kids have,
but yet in turn, they're the outcomes that teachers wish they
did have. So the three major categories of deficits and the
three major outcomes that we want are computation. We want
efficient, accurate computation. The other thing that comes up
most popular, no matter really what grade level, what school
district, what area in the world you're in, kids need to
understand. Kids struggle with equations, equations,
equivalence, substitution, solving for an unknown. And the
third category, nobody that I survey really has the same name
for it. So what I've done is I've named this category based
on all of the similarities of this category, and that's why
it's a different color here. I call it shape. So for some
teachers, they're like, I need my kids to understand volume,
area, perimeter. I need my kids to know how to measure with a
ruler. So there's lots of things like that fall into this
category, but it's really all about shape and utilizing shape
in mathematics, and really computations with shape
measurement is a computation. Now these are the words that we
as educators use, the words that I use, and I'll I'm not going to
give you all of the reasons I use these words today, but the
words that I use are factors, meaning facts, but factors are
essential function and right and fraction. So I call them the
three F's, factors, function and fraction, and all of
mathematics, preschool through high school, I'd say a good 95%
a. Our standards will fall into one of those categories,
factors, fraction and function. So at minds on math. We power
standard, we essentialize and compartmentalize the major
concepts of mathematics and then attach the dozens of standards
from every grade level to each of those categories. What that
allows us to do is use the same exercises and experiences, tasks
and lessons with every grade level and every ability level of
students, but we use them and facilitate them in a different
way. But it all comes down to the same tasks, but I've gone
off into a different path with our model. But the entire
justification of our model is because kids do not remember
mathematics. Some do 10% 20% some of those kids just remember
no matter how we teach, no matter what we do, no matter
what we put them through. Honestly, some of the kids,
they're not just remembering. They knew it before we even
taught them. You have that. I'm going to call it, I'm going to
call it, I'm going to be generous, I'm going to call it a
30% group of students that are going to get the math, that are
going to learn the math, that are going to excel in math, no
matter what. So most school districts, when they're given
any type of math achievement test, at least 30% of the kids
are going to pass, and we cannot attribute that to what we've
done. Ouch. So now we need to start looking at percentages of
passing in a very different light. How do we know that we've
contributed to the students that are actually gaining the
achievement? So back to our frustrations as educators. Why
don't kids remember it's because if I go back to the idea of
cognitive science, of math, the way we typically and
traditionally teach mathematics is the exact opposite of the way
that the brain learns the way that textbooks are written and
implemented are the exact opposite of the way the brain
learns. So what do we do? Do we give up textbooks? No, do we
stop doing most of the things that we're doing? No, not
necessarily because textbooks are necessary, but for a
different reason, not to implement science of math
textbooks are necessary for a different reason, not to scale
mathematics achievement, because if we saw huge gains in
mathematics achievement in certain pockets that are using
the same textbooks, then we could contribute it to the
textbook. But really, these scales that I'm talking about
today have nothing to do with our textbook resources. They
have nothing to do with our current curriculum pacing
guides. Kind of a downer, a downer. At this point, you're
either going to hang up and walk away and be like, then that's
too overwhelming. Jay Z or you're going to be like, Okay, I
agree with you. Let's keep going. Where's the rubber meet
the road? In order to increase memory, we have to focus on
teaching through the four strategies I've mentioned
earlier. I'm going to show you those now, the four cognitive
science strategies. And this is not me. This is not Jonily. This
is not Jay Z. I did not coin these. These are from one of my
favorite resources. They're from many resources, but one of my
favorite resources is the book make it stick, The Science of
Successful Learning. Here's your authors,
and the book make it stick is not necessarily for educators.
So as a teacher, as a math teacher, to pick it up and be
like, Okay, I'm going to read this and then I'm going to go
implement these things. No, there. It's not as streamlined
as that. So what I have done, what my team has done over the
years, is from the research, from make it stick. We have then
taken these strategies and implemented in different. Their
explicit, deliberate, intentional ways in math
classrooms of all levels, and analyze the results. I have not
coined these. These four strategies are from cognitive
psychology, interleaving, spaced repetition, retrieval, practice
and metacognitive feedback. My current work with two of the
school districts that I'm working with right now is we are
mapping their textbook resource, their curriculum resource, to
these strategies within our lesson plans, and I'm going to
show you a few of those examples today. But why should you listen
to me? Yeah, my family would ask you the same thing. I'm going to
give you a couple of examples, in 1000s at this point in the
last 15 years, in 1000s of middle schools, I have done a
little experiment asking students to tell me the decimal
equivalent for 1/8 typically I do this in a year seven grade
seven grade eight, right before kids go to high school. And just
randomly, I'll ask seventh and eighth graders to put the
decimal equivalent for this number. And this is one class
this year, but there have been literally hundreds and 1000s of
classes and students over the last 15 years that we've gotten
the same results. And the majority of students in this
specific grade eight classroom this year gave me a decimal that
had the number eight in it, and then I had some other results.
And these results are fairly typical. Now I have also run a
little action research project for the past seven years. I
began with a group of kindergarteners, so five year
olds about seven years ago, and I have followed them every year,
and as they move from teacher to teacher, I have coached their
current teacher while we're implementing the model at their
new grade level. So I will come in and actually model the model
and train and coach the teacher during that school year that he
or she has these students. So these current students that I've
been following are in grade seven this year, and they've
been in this model since kindergarten. Now we also have
transiency. So we have kids that have moved out and moved in. We
have move ins. And so what I'm going to show you are their
results from the beginning of this year at seventh grade for
the decimal equivalent from 1/8 and they are this. You can
notice the amount of fewer students who have an eight in
the decimal. By the way, if you don't know the fraction, 1/8
doesn't have an eight in the decimal at all. But the
significant number of students that don't give me an eight in
the decimal is really extreme, from the one group to the other.
And for some other information, all of these students have moved
in to this cohort after kindergarten. At some point, two
of them are new to our school this year. So just to put some
numbers to this, and these are typical results, 26% of students
in that grade eight group give me a decimal that doesn't have
an eight in it. But 75% of the group that's been through the
model gives me a decimal that doesn't have an eight in it. Now
I don't know if that seems groundbreaking to you, but it is
to me, just with that one example, and if we look at other
results, we have seen cohorts of kids go from 27% passing the
year end assessment to 60% passing in less than a year, and
92% showing growth. We also had a really cool group of students
last year, typically And historically, in grade four at
the end of. Year, eoy, end of year, end of course, math exam
that the state provides, typically fourth graders in that
district and surrounding districts, there are usually 50
to 65% of those students that pass after two years of
partially implementing this model. Funny story. So I've
working with these teachers, the fourth grade teachers for two
years at this school district, and in the middle of last year,
they both, there's 2/4 grade teachers, they both said to me,
Jonily, like we're really trying, but we're not even doing
half of what you've taught us. And boom, last year, 84% of the
entire fourth grade level. So this is the entire fourth grade
so they have about 130 students at that grade level. 84% of
those students passed that end of course math exam. And we just
continuously show results after results. It is very powerful,
and I share it not to be like, so you guys are probably like,
just show us your strategy strongly. You all that are here
today. You didn't come to be convinced you're here because,
like, you want to know what to do, but because we're recording
this and because I want the science of math intro session to
be all wrapped in one bundle. It's important that we have some
validity behind us, and it's important that you all hear that
there's more where that came from. But again, I don't want to
bore you. I want to get to what do we do? But it's important
that when someone is bringing in training, professional
development, a new initiative to your district, based on what
I've said today, or how you should formulate questions to
ask about the validity of the strategies that they're bringing
in. We, at this point, need to question everything as we so let
me back up for just a minute. So this is Saturday math. We do a
once a month Saturday session. It's completely free. You
register on Eventbrite. Here you are today. You found us. We
typically focus on improving number sense. That's our go to
on Saturday, maths, improving number sense is the number one
thing that we need to do to swim in this science of math area and
improve memory and achievement. So we're still on that topic,
but for the rest of this year, each month that we do Saturday
math, from here until June, not only are we going to be focusing
on improving number sense each Saturday, I'm going to share
with you a different strategy, a different example, a different
implementation facilitation technique that you can go back
and use right away in your classroom, and you can use that
strategy or technique for 10 minutes one day and see really
impactful results. But it's not anything that takes a lot of
time. As a matter of fact, I don't want it to take a lot of
time. Spaced practice from cognitive science says or spaced
repetition, I interchange that space repetition means that we
need repetition over time, but in very small chunks, with space
in between. What that means is, if I give you a strategy today,
and you're like, Okay, I'm taking that strategy to the
limit. The way that you implement it is, next Tuesday,
you do 10 minutes of it and that's it. Then a week later,
you do another 10 minutes, and then two weeks later, you do 20
minutes of it, that is spaced repetition, that is space
practice. And what that also involves is that first strategy,
called interleaving. Interleaving is just out of
context to learning. So if you're in college and you're
studying for midterms
in the Make It Stick book, in other research articles and
journals, it is said, if you have four midterms, don't study
for one midterm at a time study for 30 minutes one content, 30
minutes a second, content 30 minutes a third, content, 30
minutes a fourth, content, and then repeat that cycle that is
interleaving in space practice, because interleaving is out of
context. Switch tasking your brain, which is necessary for
the muscle to strengthen and remember more. Think about math
textbooks for a moment. Y'all, I'm sorry to be the bearer of
bad news today. You think of chapter one, all similar
concept. Chapter Two, all similar. What happens is we're
doing the exact opposite of interleaving in space. Practice.
Do you burn your textbooks in a bonfire next weekend. Now, now,
especially if they're digital, that would be it's a new
concept. What we at minds on math do with schools and
teachers and districts is we open up the table of contents of
the textbook and we pull nuggets from each unit and chapter that
become our here's a new word stimulus. This is a minds on
math word a stimulus is a trigger that's going to
stimulate mathematical thinking, reasoning and sense making, but
we pull these right from our textbook. Now, I have some that
I've generated that are really good stimulus that are
transferable from one grade level to a next. And they come
from textbooks. They come from release test questions. They
come from the A, C, T, they come from. There are summit minds on
math that are our go tos, couple dozen of them. But you can also
randomly pull from your textbook. What we do is we help
teachers and school districts look at your textbook and
implement it in a different way that involves interleaving in
space practice that's some of our structure, just as I'm
glancing at the content or at the comments as well. It's
interesting you ask this question, because one of the
schools that I work with is we have gotten these results in
schools from urban, rural, large schools, medium schools, small
schools, private schools, Catholic schools, you name it.
We have the entire sampling. And the one school district that I
work with right now, I work in one of their schools, that is a
seven eight building, grade seven, grade eight. The entire
building is seventh and eighth graders. However, there's about
600 700 kids in the school. The majority of these students have
either learning needs, brain disconnects, special abilities,
so they're being served with IEPs, and a number of these
students are ELLs or sels or students as a second language.
Many of the students in this particular school have come in
not speaking any English, and so we also, alongside our regular
classroom teachers and intervention specialists, we
train, and there's other models, the SIOP model, there are other
trainings and other models that when you bring the science of
math pieces into it, it just enhances the other really good
models we're using for those kids that have English language
disconnects and barriers. So Great question, great question.
Keep those questions coming in the comments. I may not answer
them right away, but I'll keep glancing over and then I'll also
ask us to have some dialog together today as well. So as we
are thinking about everything that I've said in this session
so far. Where is your brain right now? So let me ask it a
different way. What are your current thoughts?
And I invite you, you don't need to turn your video on, you don't
need to engage. You do not need to interact. But I do invite you
to put anything that's swimming in your brain right now in the
comments or right now just unmute and give me your wise
words.
Unknown: I am liking your construct of the interleaving in
the space repetition, because I all the kids that I do work with
are kids with. Learning diagnosed learning difficulties.
And the thing that I find the hardest with the math concepts
is they can't switch from one thing to the other. If you're
giving them something to do, it has to all be the same thing,
because their mind can't go back and forth between two different
things. So to me, to be able to teach in that way where you're
not keeping them on the same track over and over again, makes
sense, I think, to make those connections work in the brain.
Absolutely
Jonily : Good point. And really, if you think about end of year
exams, final exams, midterm exams, state assessments.
Problem number one has nothing to do with problem number two.
So what we're asking kids to do on an assessment does not match
our day to day instruction, and it actually doesn't match our
day to day lives, I have to switch to we as human beings.
Have to switch tasks all day long, from being the driver of a
car and Okay, so right now my role as a human is to drive on
the road to get myself to work. Then I have to switch my brain
from my road rage traffic incident, and then I have to
start working, but then I get a text from my kids school, then I
have to jump back into work, but then I get a call from my boss
about another meeting. We are setting kids up for failure by
not using this model.
Unknown: I want to hop on just a second and oh, yes,
Jonily : Sarah, good, yes.
Unknown: I just wanted to first validate what Kelly said,
because that is pretty big for you to recognize that it's hard
for your students to go from one thing to another, and I feel
like it's unnatural for you to then think about what Jonily
saying and be like, Oh, I should try to switch back and forth
more. Because what I tend to hear from teachers who say the
same thing that you did, is that then I have to keep them in the
same we have to just do this, and I need to lay it all out for
them, because they they aren't able to do this or that or
switch focus, whatever the case may be. And we keep doing the
same thing, but we're also getting the same results, which
then I also hear in our multi grade level meetings what you
said earlier, Joni, that that students aren't remembering from
one unit to another, or one grade level to another, and
they're like, I know you've seen this before. I know we did this
before, and why are we having such a hard time remembering it.
And I just appreciate the conversation about, like, how
the brain learns what we know now, and how do we keep pushing
forward to kind of change things so that we get the results that
that we really want to see.
Jonily : Well, Said, said, other thoughts.
Cheri Dotterer: Yeah, Habits. Habits drive our day. 90% of it.
Our brain wants to do automatic activities. It doesn't want to
think
Jonily : Amen. We
Cheri Dotterer: tend to do what is automatic, what those
pathways are that we've developed that are currently
working like in this circular loop. And if we try to take that
loop and put a little fringe in it, our brains go, Wait a
minute, confusion. And so we're looking at it from this so
looking at it from that perspective, where anytime you
put a little blip in in the brain, it's going, Daniel, now I
want safety. I'm
Jonily : going to be real for just a minute. From what I hear,
I'm in dozens and dozens of schools every year, sometimes
every month I get around. When I first started teaching in 1999
I'm a secondary math teacher by trade. I was not going to be a
teacher. I actually have a math degree. I have a Bachelor of
Science in pure mathematics, knowing that you can really
understand my disconnect when I started teaching eighth graders
mathematics with a Bachelor of Science in mathematics, who
knows more than me, and I would teach my kids brilliant lessons,
and they would not get it talk about a personal struggle, and
to have that background that really set me off on a journey
of I have a degree in mathematics, and I don't know
any mathematics. Now, I say a lot of that to just give you a
little more background. But if I. Go back to Theresa's question
in the comments, what holds districts back from applying
these techniques when I'm in dozens and dozens of schools,
because I had my own classroom. I was in one school district for
15 years, and then I went on this journey which I had to
branch away from that district because sample size. I've got to
go out and try these things with lots of other places. So I've
done that for for the past at least 12, 1314, years, to see if
it happens everywhere. And what I hear from teachers is, but we
have to use our textbook. We have to use it page by page. But
then I talk to their administrator and their
principal will say that is not what I told them. They need to
use it as a so everybody's blaming each other because of
what Cheri said. Nobody wants to change their habits, so because
they're resisting so much, it's very difficult to say as a human
being, I know I need to do this change. It makes complete sense.
And this is all rationally, subconsciously, I know I need to
make this change. I know it makes sense. I don't know how to
do it. I don't even know where to start. It's overwhelming. And
then what comes out of their mouth is, yep, my principal
says, No, I have to do it. I have to go page by page. There's
a lot of disconnecting communication. Now the other
answer to your question, Theresa, which is why I'm pretty
aggressive today, and I want all of you to hear me today and stay
connected as the science of math emerges, whether it's in a year
or in five years, or 15 years or 30 years, at some point, this
recording will be public. This recording is what we need to
point the fingers to, not because I'm all that I am and a
bag of chips. No, y'all. I'm a lot. I'm a lot. Stop it. Jay Z
anywho, not because I'm all that, but because we need to
begin questioning everything. Because another answer to your
question, Theresa, is what dictates what happens in
schools. Oh, I'm really going to get blasted here is driven by
government and money. I have no affiliation with the government
and I have no affiliation with big money business and kickbacks
from any textbook company or anything. I have no connection
at all. My company is minds on math. We are a service provider
that consults and coaches to support school districts with
the materials that they have with the mandates that are in
place. We're not asking you to break the rules. We're just
saying you can implement the rules differently. So what we do
at minds on math is we support school districts with their
current model, their current resources, their current
mandates, we ask a lot of questions to say, okay, is this
one really true? And then we start to rethink how we deliver
what's being told that we have to do, thoughts, comments,
questions, go ahead and unmute if you have any.
Unknown: Think there's also a fear that teachers have that
especially if you're mathy, whether you're mathy or not, if
you're mathy, we learned this way. We were able to do it this
way, and so we think that's the way math teachers more than any
other specialty in in education, tend to teach as we were taught.
So it's hard to break away. It's hard to have to sell it to your
administrator. It's hard to have to sell it to parents, and we
don't want them to come at us and say, Why are they learning
three different ways to subtract? I learned one, and I
got by just fine. So why are they wasting time? So it's this
fear that we have that if we break away from the mold, even
though we know in our hearts and in our heads that it's probably
the best thing to do, because, again, definition of insanity,
doing the same thing over and over, and getting and expecting
different results, it just doesn't happen, so we need to
break away. But it's fearful. It's very scary. Fear,
Jonily : amen. It's
Unknown: interesting you say that Cathy, because I literally
had this huge, long discussion last year with my principal,
particularly about a particular student. Right? She's like, why
are you teaching them five different ways to do division?
And I'm like, because that's what the requirement is, and
that's what they're going to look at on the testing. When
they see testing, it's going to get they're going to get hit
with it five different ways. And every kid doesn't learn it the
same way. And there is more than one way to do math, and they
should be exposed to all of them and then pick what works for
them. And she goes, I think one way is just perfectly fine. And
I'm like, I think that too, but I don't know. I don't know what
y'all think about that, but I think they do need to be exposed
to all the different ways so that if they can figure out what
works for their brain.
Jonily : And Kelly, your next follow up question for that
person is, how does that relate to how the brain learns
information? It all has to come back to the science of learning.
Right now in a few of our states, we're having this really
large battle and controversy with science of reading. And I
get it, and I'm not a literacy person. I'm not going to get
into it. I'm not dying on that hill. I don't really care,
honestly, to but as I sit back and watch from an outsider, and
I watch the debates like Kelly, you're talking about these two
different opinions, two different views. It's still not
grounded in cognitive science, the science of reading. I just I
think we need to really question you guys should question me. You
don't take what I'm saying today at face value. Please don't.
Please don't you all should question me. You should question
anyone that comes and says, how does that relate to how the
brain learns? That's the bottom line. That's the bottom line.
Now, okay, we can swim in this for a while, but I had started
something a while ago. I am so non linear. Look, if any of you
have ADHD students, or you've met an ADHD student, or you are
ADHD Okay, when Kelly, when you talked about that before, about
the kids sticking with one thing, blah, blah, blah, who
thrives the most on interleaving and space repetition are ADHD
kids. They don't want to stick with one thing when school
before has ousted our ADHD kids, because we're trying to get that
square peg in a round hole, we're trying to change the kid
to focus better when, in all reality, ADHD humans have the
best focus. Actually, they're hyper focused, but they're hyper
focused in switch tasking, which is the way the world works. So
we should actually cater our instruction and our environments
in our classrooms to the ADHD brain and train others how to be
able to do this. We're doing the opposite. We're trying to
conform everyone else to the non ADHD brain, when really what we
should be doing is embracing the ADHD brain. I was a very type, a
linear, structured girl. I followed the rules. I did what I
was told. Give me one example, I'll do the rest. I went into
teaching. I had my day, I had my structure. I taught my kids in
that way. Then I realized I was teaching them nothing. It wasn't
working. Always thought I was going to be a girl mom going to
dance competitions, having having my cheerleader following
my steps. Then I had two boys. Boys are not typically type A,
yeah. So this mama was like, everything I do in my life works
against everything I do in my life. So I am no longer
actually, I am so far type A now that I need to reel it in. I
need to reel it in because, like, it's like, you can't walk
through my dining room right now. Have you seen like those
episodes of orders? Anyway? That's besides the point. Let me
back up for a minute, because my point is I can't teach now in a
linear way. It's just not in my nature anymore. When I said to
you what I'm bringing to you today each Saturday, from now
until June, I'm going to be bringing you snippets of the
same stuff, but I want to unveil for you now this year's June
event. If you guys have been around for a while, if you're
new, then this is new for you anyway. But if you guys have
been around for a while, you. Know that every year, annually,
we do a June event, and before COVID, all of them were in
person, and it was a room tons of people, all math educators,
administrators, just the whole thing. It was a whole big one
day party of mathematics with lots of learning and lots of
networking and lots of collaborating, and since COVID,
our June events have always been virtual. They're still great,
not the same flair. Our June event this year, my friends, is
back to in person, so get your plane tickets. Get them right
now. Alright, what I'm going to be doing on Saturday, maths for
free. From now until June, is little samples of the cognitive
science of math. The June event is going to be a full day. Bring
your team. Okay, we've got we're going to be in Grandville, Ohio,
that's close to Newark, Ohio, very close to Central Ohio in
the States. So you're going to want to travel for this. We're
going to have a full day on this topic. You will walk away with
all of the materials, the audios, the resources, the
worksheets, the lessons, the slides, everything you need to
support your implementation of the cognitive science of math in
now, at the bottom of the flyer, it says, in person, Granville,
Ohio, we have not, uh, finished our contract with the location,
so it's not in writing, but it's 98% we we literally have to tie
up the loose ends. It's whole thing. But the event will be
held at the Cheri Valley Lodge. And I'm not sure if their
address is Granville or Newark. It doesn't matter. They're right
beside each other, but the Cheri Valley lodge in licking County,
Ohio, it is a hotel and Event Center. Oftentimes they'll have
weddings there. They have a beautiful courtyard, they've got
a pool. They have a two beautiful living room areas in
the lobby, fireplaces. Not that in June, we're going to be
sitting around the fire drinking hot cocoa, but it's a an amazing
event center, and we have as big of a ballroom as we need to have
based on our registrations, and it's a full day on everything
I'm teaching you now, we are not going to go back to what I did
this morning. We are not going to go back to all of the
convincing and the why and the data and all of that anyone who
registers will get this recording, that we will say you
need to preview this before you come so that you have all of
this information so we don't have to repeat it on that day.
We want to jump right into the structure of the solution. We
don't want to massage the problem all day on this day, so
I put this flyer in the chat, download it, print it out, make
copies. Email it to people, share it. You can actually scan
this QR code right now, if you want to register right now and
jump into it. But I now even my certified coaches here, we've
got Amy Garrison, give us a wave. Krista Ewing, give us a
wave. We've got Teresa. Give us a wave. Cheri, we've already
heard from Sherry, Sherry. Give us a wave. Even our certified
coaches have not heard this yet. This is the unveiling for
everybody. This is this year's June event. We're super excited
about this annual event. What's not on this flyer, which is also
coming, is that evening, for a small extra fee, we are going to
have another micro event dinner for alumni. So anybody that
comes to the June event has also an option to purchase the two
and a half hour dinner training for alumni of minds on math.
From the 15 years that we've been in existence, we've reached
out and surfaced old school districts and teachers that
we've worked with, and we're going to continue to do that up
from now until June, but we're going to have an alumni dinner
training, which is separate from the day training, so you can
either attend both, or you can attend one or the other. And
during that alumni training, we're going to talk about.
Really the evolution of mathematics, teaching and
learning and where we are now and the best next steps. So
we're going to really streamline the whole path of where we've
been, where we are and where we're going, and then just have
an opportunity to maybe meet people that you've been in
trainings with, and it's been years. And so it's just going to
be a nice dinner party, networking, collaborating,
event, and it'll be that same evening at the same location. So
I'm very excited today to unveil that, and I am just thrilled to
bring that to all of you today. Let's see. I'm going to catch up
on the chat here, and you're leaving while you're
Cheri Dotterer: doing that. I just want to say, anybody in
eastern Pennsylvania, Sarah, I know Theresa is not technically
there, but you have to come through Pennsylvania. We can all
carpool together.
Jonily : There you go. Look at that
through this model that includes interleaving and space practice.
Yes, it doesn't matter if kids are absent. I could have kids
missing 40 days a year, and they're going to get exactly
what they need. As a matter of fact, when I partner with
classrooms, because I'm in classrooms every day, every
week, when I partner with classrooms, and it's my
classroom like I'm not the teacher of record, but the
teacher has agreed to partner and collaborate with me, and
then I am infused in that classroom all year, on certain
days, at certain times or certain parts of the year. I am
never in the same classroom more than two days a week for 30
minutes each day. So the way that I plan a year of math now
for any grade level and any classroom, I plan it so that you
can teach all of your standards in two days a week, in 30
minutes each of those days for mastery, and the results that we
get come from that model. Because a lot of times, if I'm
with a teacher one day a week, I'm with certain teachers one
day a week, every Wednesday at the same time, I teach that
teacher's class every single Wednesday at the same time,
depending on the comfort level of the teacher, he or she either
tries to replicate what I do the other days or just says, Look, I
love the one day. Focus on this. But just for my sanity, Joni,
I've just gotta do my other four days the way that I do math,
which may not be the model. As a coach, I've gotta give that
teacher the the flexibility and autonomy that they're
comfortable with. My chameleon coach, meaning I change my
color, I change my outcome, I change my goal, depending on the
teacher that I'm working with, because the last thing we want
we already have a teacher shortage. Last thing I want is
to overwhelm a teacher and have them drive their car off a
cliff. Come on. We've got to customize this for each we've
gotta differentiate the level of implementation for each teacher
and as a service provider and instructional coach, that's what
I do when I go into schools and I customize the model that
matches the teacher's comfort level and personality, because
everybody is different, and it's not fair to dictate that
everybody does The exact same thing. I have a question, yes
question
Unknown: in your model where you're doing all the standards
in two days, 30 minutes, whatever, yep. How does that
work for the kids in the classroom who are on different
levels? Beautiful.
Jonily : All right. Here we go. Kelly, are you ready? Kelly, are
you ready to rock and roll? I am ready. Kelly, I love you. All
right, so here is in the last 30 minutes. Here are the goods.
Okay, here are the goods. Okay, oh my gosh, there's so many
answers to your question. Okay, we have the entire model mapped
out. We have everything. We have the whole course. We have
everything that you can follow scripted. I am not giving you
everything today. I'm going to give you one example. What I'm
also going to give you today is you can actually purchase a
bundle for $40 today. Don't do it now, because I haven't even
told you what's in it. Don't just blindly do this. You can
purchase a bundle today for $40 that shows you the exact first
five days of implementation. Not only. Is it the first five days?
Let me show you what you're going to get. You're going to
get a link to this Google Drive, because what we actually have at
one level is called the 15 day formula. So we actually venture
to say in 15 days, and they don't have to be consecutive
days. In 15 days you can do this. So we have a 15 day
formula, then we have the 15 day formula cycles we create, then a
60 day formula, and then we have what your question is, Kelly,
that is like, how do you make this all fit in your whole year,
okay, but that's too much to answer today. What I'm going to
share with you today is day one. I'm going to share with you what
one day looks like, and if you and I'm going to share that
right now for free, but if you want to purchase the bundle, you
can click on that link, pay the $40 it's not an automatic
download. You'll get it within 24 hours, but you'll get this
Google link that has audio lessons of me, yours truly,
teaching day one in a second, third and seventh grade
classroom. Now there are more audios than this, but these are
the ones that I literally just did last week, because I always
like to stay fresh, relevant and current. Now, if you are a sixth
grade teacher and you're like, Oh, I'm out, there's nothing for
me. No, you don't understand. It's the same it's the same
task. It's the same task. If you're a sixth grade teacher,
listen to all three. If you're a high school teacher, listen to
all three. Okay, you're also going to get day two in the
third and the seventh grade classroom. And also, I'm going
to add this in. I didn't, but you're also going to get day
three for the seventh grade classroom. You're also going to
get some additional audio lessons that are from other days
that are just really good models of this. You'll get three or
four of those audio lessons. You're going to get fourth
grade, fifth grade and high school there, since you don't
have those here, what you're also going to get are the slide
decks that I'm going to show you right now, that I'm going to
teach on. So this that I'm showing you right now, that
you'll get in that bundle is the first five days of what we call
the 15 day formula. And if I want all standards to happen all
at once, interleaving space, practice everything that I've
mentioned. The other thing that I didn't mention is we have to
boil math. I did mention at the beginning, we have to boil math
down into the essentials. You remember my three F's, love me
some F words, factors, function, fraction. So what we've done is
we've analyzed all the math standards, preschool through
high school, and we've said these ones are essential. We've
also done surveys with teachers. You don't care about all that
boring stuff, but I need you to trust me that what is selected
here is the most essential, most important that leverages all
other content. So on day one, here's what I did on day one.
And this is in January. So on day one, I showed this to my
second graders, third graders, seventh graders. Now let me give
you some context. The second third graders I've been working
with since the beginning of the year, one of those classes I've
been working with for a couple years now, the seventh graders I
just met four days ago. This is a brand new group in a brand new
school that I just started this model randomly on Wednesday. So
my second graders had never seen this symbol, and the seventh
graders, I didn't know if they would have ever seen this symbol
or not. Now, the square root symbol doesn't really explicitly
state in the standards until grade eight. First of all,
that's our biggest problem with deficits in mathematics about
the standards. But don't let me get on that box right now. So so
don't dismiss this. If you have a group of kids in fourth grade
and you're like, Okay, I need a different stimulus, because I
can't show them that. Yeah, no, you have to trust the system.
Trust the system. You show this randomly out of context that is
part of interleaving, and you propose to them to tell you
about what they see. So what I did in the second grade, third
grade, seventh grade, and you'll hear this on the audios. If you
purchase the bundle, you'll get the audios, and you'll hear me
do this, and you'll hear me do it different ways with different
grade level. That's why you need to listen to all of them. And
I'll say to them, tell me about this. Tell me about now, the
kids that I've been working with, you're going to hear third
graders, and they're going to be like, that square root, and
you're going to be like, how the flip do they know that? And what
is she doing to possess these kids? My third graders are
they're a group that I've worked with for two years now, so
they're very comfortable with square root. Okay. Now my second
graders, they were, like, freaked. Okay, you'll hear in
the second grade audios how I handle that and then what I
relate it to. My second graders have done a problem this year
called the pizza problem. A pizza company makes square
pizzas. Let's make squares. I give them blocks. They make
squares. They draw squares on paper. What math questions can
we create? What numbers make squares? If you purchase the
bundle, you must listen to the second grade class, and we and
us talking about square roots, because they are relating this
to Pizza problem, and they're talking about pizza problem and
numbers make squares. And a couple of the second graders on
audio, as we were just exploring and playing and having
conversation, a couple of the second graders said, I think all
of the even numbers that makes I'm sorry she's she said, I
think that all numbers that are even make squares. She created a
conjecture. So we took her statement. We've got her
statement. We did not prove or disprove it. I just brought it
to the class and said, Hey guys, we have this statement. We don't
know if it's true. In math, I like to play a game called
always, sometimes never. This could always be true. It could
never be true? It could sometimes be true, but ally says
that all even numbers can make squares, and then we didn't
really explore it. It was about the end of class, but I want you
to listen to that in that second grade audio, because my second
graders had an advantage. They had never seen this symbol or
anything, but they have had experience with the pizza
problem just making squares. So if you decide you know what,
before I do day one, I want my kids to play with the square
pizza problem and make squares. You could do that. Then, when we
say, Okay, tell me about this thing, I will then explicitly
and directly say to them, this symbol is called a square root
symbol. You don't need to remember that. You don't need to
remember it at all. But what it means is, there's this check
mark, and then this line here that is a side length of a
square okay, friends, there. We want to check the side length of
a square. And that's how I talk through this symbol. We want to
check the side length of this square, because if this is the
side length of a square, and I make a square, if I make a
square and I can actually draw a square over top of this, what
this symbol tells me is that my square pizza has 50 pieces
inside.
Now, kids, let's make that square pizza, because the square
root says, What is the side length of a square pizza with 50
pieces of pizza? So then I give them grid paper, I give them
blocks. I give them exactly 50 blocks, and we the goal is to
make a square my kindergartners can do this. My high schoolers
can do this. It is appropriate and necessary for everyone.
Cheri Dotterer: Generally, I put the link to the pizza problem
ebook in the chat,
Jonily : fantastic. Hey, we're just upselling you everything
today. What
Cheri Dotterer: is the pizza problem? Ebook, it has the first
seven interactions of the pizza problem that you can do with
kids.
Jonily : I know you all are like, Oh my gosh, I could go
next week and totally just, if you told me what to do every
single day, I would just do it. And that's not the best first
step. Okay, ease into this bad boy. We do have the program now
Cheri. Could put an Cheri put the link in the chat. I'm going
to tell you guys to ignore it, but put the link in the chat for
tier one interventions, because we do have the entire course the
tasks that we use. Issues boil down to our Dirty Dozen. There
are 12 tasks. If everyone preschool through high school
uses these same 12 tasks, that's it. There's 12 of them. You can
teach all of your standards and more, and be able to teach all
of your content in 60 days or less each school year. So this
works very nicely. If you have a textbook resource that you
guarantee your principal told you you have to teach every page
of, okay, you can still do that and this. So if Cheri, if you
put in so you put in the pizza problem ebook, that's another
little upsell there. Now we do have the entire course. It's a
year long process. When you purchase this course, you get
once a month, live training. Next Saturday is actually our
first of this 12 month process. If your school district has
money, and you can go back this week and be like, I want the
entire course, the mere sorry, the mastery, math method, entire
course, tier one interventions, is, I can't remember how much
it's like, 1400 and some dollars, but what that will get
you is we actually launch our new cohort group next Saturday.
We do a once a month, two and a half hour live session. If you
can't go, everything's recorded. It's uploaded into that module.
You get all of the previous modules. So you get all of the
recordings. You get the entire course, plus for 12 months and
an entire year. You get a live training with Cheri and I as
well. Cheri I Cheri by trade, occupational therapist,
neuroscience expert. So when Cheri and I collided, I as the
math expert, education expert, Cheri as the occupational
therapist, neuroscience, brain based expert, medical expert,
Cheri worked with stroke victims, so she worked in adult
therapy early in her career, and then school based therapy,
occupational therapy, the second half of her career. And when our
worlds collided, my model for mathematics exploded, because
now it's it was directed to cognitive science before, but
now it's grounded in neuroscience. So Cheri and I
partner on a lot of this, and Cheri and I partner on the tier
one interventions, the mastery math. So if your school district
has an extra 1400s to drop, you can start with us next Saturday.
It's a 12 month membership. If you've got five or more people,
email me, we'll get you a discount on it. If you want to
bring five or more people, we'll get you a discount on that for
generally.
Cheri Dotterer: Just so everybody is aware, I put two
links in the chat underneath the pizza problem ebook. The reason
for that is the course is you'll get lifetime access to it, so as
long as we have this platform up and moving, you will have access
to it. The coaching is a separate fee. Just logistically
in the system, we had to break it down and make it a separate
fee. You will see two prices there. If you want the
conversations with Joni and I that one time a month that Joni
just talked about, you need to get the coaching part as well as
the courses themselves. Just it was a technical thing to create
the bundle. The question, if you look at the courses, if you just
go on to the all the courses for disability labs, and you see all
the dark parts to it, all the dark things with the squares on
it. There's a question there. How does automaticity and
pattern recognition support? Answered by the locker problem.
I didn't say it exactly correctly, but so we've gone
through, and we've analyzed each one of those tasks that Jonily
talks about, and we've aligned them with what it means
neurologically and how it that particular problem fits The math
standards. Joni has taken a lot of time to identify which math
standards are from K through 12th grade go with every single
one of those problems. The reason I talk about the locker
problem is because my personal opinion is it helps OTS
understand the math situations much better than starting out
with the pizza problem. For you as math teachers, you need to
start at the pizza problem and work your way out. So I talk
about the locker problem a lot more because I'm talking to OTS.
Jonily : Michelle. I love you. Your comment in here, my
favorite quote from science of reading you guys, beneficial for
all, essential for some. We've not ever done that in
mathematics. We've we've tried, and we've made some transition,
and we've made some gains, but if we want significant scale,
this is the way to do it. So let me go back to sharing my screen.
I'm going to share with you a little more than than this,
because I ended up skipping this with all three of the levels.
This is in day one, but I skipped it because I'm I do a
lot of responsive teaching. And day one after the square root
problem, I decided it was better to go to a quick dot, because
the square root was a little intense, especially for my new
group of seventh graders, and I didn't want to freak them out. I
wanted to get them back to a little bit of a comfort level
and an access point. So what happened was, I said, I'm going
to show you a quick dot. A quick.is I show you for quickly,
for a few seconds, take it away. I show them this quick dot for
about four seconds, I take it away. How many dots? Kids love
quick dots. Love, love. Then we analyze. How were the dots
arranged. How did you see them? Tell me about this. And then, if
that quick dot was stage three of a pattern. Tell me about the
pattern. What you're going to hear on the audio recordings
that I do this purple X is you're going to hear all of
these math standards come out, we're going to start to talk
about linear, non linear function. We're going to start
to talk about chunks versus overlaps versus dots, how the
stage number relates. We're going to talk about how to
figure out how many chunks or dots in the 100th stage. And
then what you're also going to hear. And then I skipped around,
so you'll have this information in your slide deck. But I
skipped around, and what I did was responsively. I went to
Penny jar, which is similar to a quick dot, but Penny jar is a
little easier to see the pattern for kids. So we connected. We
made a lot of connections. There. You'll see that I skipped
around a little bit in my days, but then when I went back on day
two, boom, we got right back into the slide deck. Now let me
show you what I did on day two this okay, if you are not
implementing division in the way that I'm about to tell you, you
are missing out on a deep opportunity. Here we go. You
ready for this teaching? You ready? Kelly,
Cheri Dotterer: that's okay. Jonily, just before you go on
when you're talking about division, yeah, I put in the
link to tier one interventions podcast episode that went out
this week on division. So it's also in the chat.
Unknown: Cheri, oh my gosh,
awesome, because I'm getting ready to do division with my
kids next week. See,
Jonily : this is why I need Cheri, I am a highly functional
adult. Don't get me wrong, I make a lot of stuff happen
better than most people, but I do not attend to detail
whatsoever. Cheri, you are so brilliant. Because yes, Cheri,
How can I forget on the seventh, the podcast dropped, watch it on
YouTube. Can subscribe, guys, but I totally forgot that on the
seventh, what I'm about to tell you right now is an entire
podcast for free. Watch it on YouTube. Can subscribe. Actually
click that link, that YouTube link, copy that link, send it to
20 people this weekend, tell them to watch and listen to this
podcast on YouTube and subscribe. Come on, do it. We'll
pay you. No, I'm just kidding. We won't pay you. Okay. Oh, I
forgot to tell you, if you really do want to jump into the
entire tier one interventions course next Saturday, and drop
that boatload of money, and you even want to bring your team and
get a discount, and we can work with you this week to get it all
situated. And I know POS purchase orders and everything
take time. So if you get approval, but you don't have
your purchase order yet, you can come in and start to join,
because we know that that process takes time. We'll work
with you on it. But if you sign up for the $1,400.12 month
bundle, we'll give you your registration for the June event
for free. Mm. $450 registration to the June event that I put the
flyer. We'll just add that in. Included registration for the
June event, absolutely free if you purchase the today's tier
one intervention bundle. Alright, what's happening here?
I'm teaching you, I get caught up. Okay? The pure essence of
division is skip counting. Division is skip counting. This
division symbol says I'm going to skip count. I'm going to
divide up my counts into equal parts. I'm going to skip count
by the second number, zero, decimal five. I'm going to skip
count by zero, decimal five, to land on eight. Decimal five,
decimal 511, decimal 522, decimal five. Okay, so I'm skip
counting by 50 cents. I'm skip counting by one half. However,
whatever, how many of those skip counts? Does it take to land on
eight decimal five? This works with every division problem,
with every type of number. Now Kelly and Kathy, I'm going to go
back to what you had mentioned earlier about having kids
exposed to lots of different strategies. I agree with that,
but there's a more powerful level. The more powerful level
is a transitional level, meaning there are certain strategies for
operations that transfer easier into different number systems.
For example, with division, there's lots of different ways
to do division. There's the way that you make division fraction,
or the way that you do groups of or number in each group, or all
of those strategies are important, but the transferable
way has the most impact. There's always one strategy that
transfers for all kids, and they're always triggered by that
one strategy in a good way, and that is the bottom line.
Division is skip counting. Now how they skip count can be
differentiated, but the bottom line is, division is skip you
start with this number and you skip count to this number. If I
have six divided by a half, I skip count by halves to land on
six. Now, if I have 231 divided by seven, I'll put that in the
chat. 231 divided by seven, same thing. You skip count by sevens
to land on 231 and what some of you are going to say is, yeah,
that's not efficient. My goal is not efficiency. My goal right
now is for kids to just understand, Oh, crap, that's a
lot of skip counts. That's all I want them to care about. I don't
even care that they know exactly how many, because then what I'm
going to do is I'm going to say, okay, then how can we
efficiently skip count? Gosh, with seven, if I could get to
70, I could skip count by 70s. Oh gosh, that gets me to 210,
then I have 21 left over, which happens to be a multiple of
seven. I'm not facilitating this very well at all, but the bottom
line is, every time we see division, it's a skip counting
to land on a number, and that you needs to be universal, as
we're teaching as the transferable strategy. Same goes
with subtraction. I won't get into subtraction. That podcast
will come out next week. Now, the reason I say that is my
third graders, if you listen to the third grade audio, day two,
if you purchase the bundle for $40 and you listen to the third
grade audio. What we were doing at the third grade level on day
two was we were creating a square, because we went back to
square pizza, and we were creating a square, that's a 50
by 50. And we were trying to figure out how many pieces of
pizza were in that and so I so they know also that
multiplication is rectangle. They know when they look at the
square pizza 50 by 50, they know they're doing the multiplication
problem 50 times 50. They know they're finding the area of that
square. Now third graders, we only focus on single digit
multiplication. My third graders, they don't know double
digit multiplication, but they can access it because they know
multiplication is rectangle. When I said to my kids, okay
with 50 times 50, what's my skip counting number? My skip
counting number is 50, and then I said, How many times? And
they're like, oh, 50. And my one little guy, the oh my gosh, the
cutest little, chunkiest fellow ever said, Yeah, I'm not doing
that. I think you hear him on the audio saying that, but I
love about what he said was, and I had him say it to the whole
class. I said, I love that you said that, Dylan, because here's
why, because you have the concept that skip counting by
5050, times is not worth your time right now. That is a
mathematical understanding that you can't teach and you can
facilitate it. You can ground kids in experiences where
they're going to refuse to do it because they know it's too many
skip counts, then the point becomes but we still have to
figure out how many pieces of pizza. So how can we do it more
efficiently than skip counting by 5050, times? And then we
don't have to answer that question, but I just want kids
to know that there is a more efficient way to do it. We're
just not going to do it today. But then I have kids like skip
counting by 50, because they want to know there's no harm in
that. What's the harm in kids skip counting by 50 if they want
to. That gives you a little glimpse of part of one of the
models, and if you get the bundle, you'll get the audio
recordings for the first two days. I need to add in day three
for seventh grade, because it was actually really good. I want
you guys to have it, and then you'll get day four and five.
Also, you won't get the audios for those, but you'll get the
slide decks for day four and five so that you can see the
other tasks and stimulus. But if we go back to where we started
today, the science of math is coming. It's going to be
presented to you by either some someone that has no idea about
being in a classroom with children, or it's going to come
to you from somebody that has no idea the science behind how the
brain learns. And this is going to be uncomfortable, because
those people might be from a big company or corporation that's
going to try to convince you because they're good. They've
been trained in sales and not neuroscience. Don't let them
fool you,
or the government is going to make expectations about the
science of math, and obviously we can't change that I used to
think my purpose here is to change the system. Yeah, that's
never going to happen. I get I gave up on that years ago. My
purpose here is to take whatever mandates come to us and
manipulate the implementation so that we're still covering the
mandate, but we're doing it grounded in the science of
learning model that I've talked about today. It's coming. How
are we going to react to it? I do have a few minutes to stay
on. Today, I am going to formally close us out for those
of you that need to leave. So don't feel bad about jumping
off. The training is done. Thank you for coming. Look for in
about a week for the registration for next month,
February, Saturday, math on Eventbrite. Follow minds on math
on Eventbrite, don't forget to save all of these links here in
the comments, because you can save the chat right now, or you
can copy and paste all of those links in the comments to a Word
document or a Google document. Have all of the links, even if
you don't click to purchase. I want you to have all of them,
because these are special links for today's session, and
although they will continue to work over the next two months,
they won't be necessarily re advertised, and especially at
the same price. So even if you don't purchase anything today,
if you have the link at the price today, and you've saved
that and you have it in a file, and you can click on it, you can
always purchase at today's price, today or like in the
coming months. So save the chat or copy and paste all of those
links that Cheri and I put in from today. Go back and spread
the word. Start listening to the tier one and. Inventions,
podcast on YouTube and subscribe. And subscribe is what
is most important for us right now on YouTube, so and comments
and comments and this is just selfishly. This has nothing to
do with your growth and your professional learning.
Selfishly, for Cheri and I, so that we can become the go to
experts. If you want us to become the go to experts.
Selfishly, for Cheri and I, you must go to YouTube, tier one.
Interventions podcast at YouTube search tier one. Interventions
podcast, like and subscribe and comment. And if you can do that
and get 20 others to do that, we're totally lying right now.
Thanks all for coming. If you gotta jump, I'm going to pause
for a moment, and then I can I've got about another 10
minutes. I can hang on for questions and comments. But this
was Saturday math brought to you by minds on math and focused on
the science of math. And we hope to see you in February. Bye,
everybody's asking
Cheri Dotterer: how to save the chat. If you go up to the three
dots up next, January, 2025 click on that, it'll open a
thing that says, Save chat. Hopefully that if you're not on
your phone, it makes it much easier.
Jonily : If you can't save the chat and you're having trouble,
email me and just say, Hey, can you send me the chat and I'll
send you the PDF of it.
Cheri Dotterer: I put just a summary of what's happening in
the next week, of how to see us live. Free event on january 15,
paid event on january 18. There's the link for tier one
interventions podcast. Thank you. Alexa, thank you, Paula,
Jonily : hey, you're welcome. You're welcome. Lots of thank
yous in the chat. You're welcome, everybody.