1 00:00:00,480 --> 00:00:03,060 Jonily : Welcome everyone. This is tier one interventions 2 00:00:03,060 --> 00:00:07,740 podcast. I am one of your hosts. Joni zupanczyk, math specialist, 3 00:00:08,040 --> 00:00:13,860 and my co host is here, co author, partner in crime, all of 4 00:00:13,860 --> 00:00:17,640 those things. Cheri Dotterer, an occupational therapist and 5 00:00:17,640 --> 00:00:20,900 neuroscience expert. We're getting ready to begin the 6 00:00:20,900 --> 00:00:22,100 science of math. 7 00:00:23,000 --> 00:00:26,000 Cheri Dotterer: Hey everybody. It's Cheri Dotterer here. I just 8 00:00:26,000 --> 00:00:29,720 wanted to give you an update on today's episode. We have 9 00:00:29,720 --> 00:00:33,380 recorded this at a Saturday math, which is a free webinar 10 00:00:33,380 --> 00:00:37,700 that we do monthly. We follow that up with impact Wednesday on 11 00:00:37,700 --> 00:00:42,400 a Wednesday night. So this past Saturday, we recorded this 12 00:00:42,400 --> 00:00:45,460 episode, and we want to share it with you in its entirety. We're 13 00:00:45,460 --> 00:00:49,180 not going to break it up for you, because we think it is such 14 00:00:49,180 --> 00:00:53,980 a powerful episode. But if you want to come on Wednesday night 15 00:00:54,280 --> 00:01:02,280 to hear the next segment of this, join us on impact 16 00:01:02,280 --> 00:01:09,960 Wednesday at the science of math, non academic connections, 17 00:01:10,320 --> 00:01:13,380 what happens in our brain. So we're going to do a neuroscience 18 00:01:13,380 --> 00:01:20,120 dive into what we talked about here in the Math Episode at our 19 00:01:20,120 --> 00:01:26,300 free Saturday math session. The link for both of them will be in 20 00:01:26,300 --> 00:01:31,580 the show notes, so you can sign up next month at Joni Lee's 21 00:01:31,880 --> 00:01:39,620 website on Eventbrite, or just give me an email at Cheri, at 22 00:01:39,620 --> 00:01:43,960 Cheri dotterer.com, and I will let you know how to sign up 23 00:01:44,140 --> 00:01:49,360 before we begin. Please subscribe and comment on this 24 00:01:49,360 --> 00:01:56,200 episode. Let's tune in to Saturday math. Good 25 00:01:56,200 --> 00:02:00,040 Jonily : morning everyone, and welcome to this Saturday's 26 00:02:00,040 --> 00:02:07,500 webinar all about the science of math. Yes, that is what I said. 27 00:02:07,500 --> 00:02:11,820 Good morning. Yes, good morning to all of you. The Science of 28 00:02:11,820 --> 00:02:18,120 math is coming, and I want to give us some details, some 29 00:02:18,120 --> 00:02:24,440 cautions, some warnings and also some solutions. This morning, 30 00:02:24,500 --> 00:02:27,440 very excited about today's webinar. Thank you so much for 31 00:02:27,440 --> 00:02:32,240 being here on in my part of the world, in Ohio, in the United 32 00:02:32,240 --> 00:02:36,680 States, snowy and cold part of the world, but it is beautiful 33 00:02:36,680 --> 00:02:41,680 this morning as I look out my window and we are going to talk 34 00:02:41,680 --> 00:02:46,480 all about the science of math today, as the science of math 35 00:02:46,720 --> 00:02:53,140 begins to roll out in definitely in the state of Ohio, but also 36 00:02:53,140 --> 00:02:56,980 in the United States, there will be different phases of roll out. 37 00:02:57,400 --> 00:03:00,840 And then, of course, Canada, you'll have your own roll out, 38 00:03:00,900 --> 00:03:05,520 and then in other parts of the world, it's going to look a 39 00:03:05,520 --> 00:03:11,700 little different. And the big wave is coming for everyone, and 40 00:03:11,700 --> 00:03:16,440 it's going to happen in different ways. However, I want 41 00:03:16,440 --> 00:03:21,260 us to be informed and not misinformed. And some of you 42 00:03:21,260 --> 00:03:25,340 might be saying, then, how do I know that your information is 43 00:03:25,340 --> 00:03:30,920 not the misinformation? And that is the question, not only do you 44 00:03:30,920 --> 00:03:38,720 need to be asking me, but also people like me, also anyone in 45 00:03:38,720 --> 00:03:44,560 your school district that is narrating some of these changes 46 00:03:44,560 --> 00:03:48,400 that are going to come. Now, what typically happens in 47 00:03:48,400 --> 00:03:53,260 education is we know that a wave is coming. There's buzz about 48 00:03:53,260 --> 00:03:56,080 it. There might be a few professional developments about 49 00:03:56,080 --> 00:04:01,260 it, and then it gets stagnant, sometimes for 345, years, and 50 00:04:01,260 --> 00:04:04,800 then it comes back around. A lot of times it takes a while to get 51 00:04:04,800 --> 00:04:09,660 traction. Other times, there are mandates that come in and things 52 00:04:09,660 --> 00:04:15,060 happen immediately. I think we're still walking on thin, icy 53 00:04:15,120 --> 00:04:19,740 water at this point, which is which makes me thrilled to have 54 00:04:19,740 --> 00:04:24,260 everybody here today, because I want today to be a foundational 55 00:04:24,260 --> 00:04:28,640 tool for you to use to assess against everything else that 56 00:04:28,640 --> 00:04:33,500 comes your way. The first question you should ask when the 57 00:04:33,500 --> 00:04:39,620 topic of science of math comes around, or research based or 58 00:04:39,620 --> 00:04:45,220 evidence based, as far as mathematics is, are you 59 00:04:45,220 --> 00:04:50,440 currently implementing in classrooms, and what results are 60 00:04:50,440 --> 00:04:54,640 you getting? And I think oftentimes, even when we adopt 61 00:04:54,640 --> 00:04:59,920 math textbooks, and the speaker comes, whether it's the sales. 62 00:05:00,000 --> 00:05:05,220 Rep or the trainer. Sometimes it's one in the same it's even a 63 00:05:05,220 --> 00:05:11,820 question we should ask them, Who in your company is currently 64 00:05:11,880 --> 00:05:17,340 implementing the textbook and the ideas that you're presenting 65 00:05:17,340 --> 00:05:21,800 in the training, and what results are you getting, and we 66 00:05:21,800 --> 00:05:26,540 need to see that in real time. I think we take for face value, 67 00:05:27,020 --> 00:05:32,780 what people are telling us and what people are saying, and then 68 00:05:32,780 --> 00:05:37,640 we're frustrated that we're not seeing immense scaling results 69 00:05:37,700 --> 00:05:41,560 in mathematics. Those are some of my cautions, and I'm going to 70 00:05:41,560 --> 00:05:46,720 be very direct and aggressive today. However, I want to fill 71 00:05:46,720 --> 00:05:52,120 your day with solutions again. Welcome everyone. I am your 72 00:05:52,120 --> 00:05:58,180 host, Jonily Zupancic, Jay Z in the house this snowy Saturday 73 00:05:58,180 --> 00:06:03,900 morning where I am to really unveil science of math in its 74 00:06:03,960 --> 00:06:08,940 early stages and early form. Many times you'll hear me talk 75 00:06:08,940 --> 00:06:12,660 about cognitive science of learning, there are four 76 00:06:12,660 --> 00:06:19,560 components, four strategies, not necessarily in the education 77 00:06:19,560 --> 00:06:25,340 world, but in the psychological world, in the neuroscience 78 00:06:25,340 --> 00:06:32,720 world, there are four strategies of cognitive science that 79 00:06:32,720 --> 00:06:39,260 promote highly effective learning and retention of 80 00:06:39,260 --> 00:06:44,380 content. So if I'm a college student, let's say and I have to 81 00:06:44,800 --> 00:06:49,360 learn information or relearn information for a midterm or a 82 00:06:49,360 --> 00:06:55,060 final exam. There are many strategies, but in cognitive 83 00:06:55,060 --> 00:07:01,440 science, I typically focus on these four strategies to excel 84 00:07:01,500 --> 00:07:07,380 learning memory and retention of the content. These strategies 85 00:07:07,380 --> 00:07:12,840 work short term as well as long term. I'm going to show you them 86 00:07:12,840 --> 00:07:17,040 on the screen, but right now I'm going to just tell them to you 87 00:07:17,040 --> 00:07:20,960 so you'll just hear them right now, and I'll refer back to them 88 00:07:21,680 --> 00:07:28,700 during this entire session, and they are interleaving spaced 89 00:07:28,700 --> 00:07:37,700 repetition, retrieval practice and metacognitive feedback. And 90 00:07:37,700 --> 00:07:41,320 what I'm going to do today is I'm going to define each of 91 00:07:41,320 --> 00:07:46,720 those. Then I'm going to show you how they relate to teaching 92 00:07:46,720 --> 00:07:51,940 and learning in general. Then I will show you how they relate to 93 00:07:51,940 --> 00:07:58,180 teaching and learning of mathematics specifically. Then I 94 00:07:58,180 --> 00:08:04,560 have then what I'm going to do is share with you some resources 95 00:08:04,680 --> 00:08:09,240 of the exact implementation of these strategies in mathematics 96 00:08:09,240 --> 00:08:14,340 classrooms. It is going to be exciting this morning, and we 97 00:08:14,340 --> 00:08:19,080 will interact in a moment, but right now, I'm just going to 98 00:08:19,080 --> 00:08:23,120 seminar it. I'm just going to give you a lot of stuff, and 99 00:08:23,120 --> 00:08:27,980 then we'll process and interact later. So again, welcome. 100 00:08:28,160 --> 00:08:31,220 Welcome to all of you that know me. Welcome to all of you that 101 00:08:31,220 --> 00:08:36,140 don't know me. Again, my name is Jonily Zupancic, Jay Z right 102 00:08:36,140 --> 00:08:41,980 here, bringing to you on the front lines science science of 103 00:08:41,980 --> 00:08:49,060 math. And again, I will interchange science of math with 104 00:08:49,180 --> 00:08:54,760 with cognitive science of math with science of learning, and 105 00:08:55,420 --> 00:08:59,740 I'll talk about the little caveats of all of those things. 106 00:09:00,820 --> 00:09:05,160 But the cognitive science of math for us here at minds on 107 00:09:05,160 --> 00:09:12,000 math is a model that provides scalable math achievement 108 00:09:12,720 --> 00:09:18,480 through explicit instructional techniques. The explicit, 109 00:09:18,480 --> 00:09:23,240 deliberate and intentional training is much more for the 110 00:09:23,240 --> 00:09:27,620 teacher and facilitator and educator intervention specialist 111 00:09:29,059 --> 00:09:32,239 rather than for the student. So there are there, there are 112 00:09:32,239 --> 00:09:36,739 certain explicit instructional techniques for the teacher, but 113 00:09:36,739 --> 00:09:41,079 then the explicit techniques and strategies for the students are 114 00:09:41,079 --> 00:09:45,279 different, and oftentimes during professional development 115 00:09:45,279 --> 00:09:51,039 trainings, we teach the explicit and direct strategies that 116 00:09:51,039 --> 00:09:56,739 benefit the students, which then don't allow teachers to 117 00:09:56,799 --> 00:10:01,979 implement in the appropriate. Correct way for students to get 118 00:10:01,979 --> 00:10:05,399 the full advantage of the strategies. So the teaching 119 00:10:05,399 --> 00:10:09,719 techniques and the learning techniques are different. The 120 00:10:09,719 --> 00:10:14,879 action steps, the moves that we make as instructors are 121 00:10:14,879 --> 00:10:19,199 different than the moves that we ask students to make, and many 122 00:10:19,199 --> 00:10:23,719 times we don't differentiate between those two things. Just 123 00:10:23,719 --> 00:10:28,159 an example. You probably since you're here on your own time, 124 00:10:28,459 --> 00:10:31,939 virtually whatever part of the world you're from, whatever time 125 00:10:31,939 --> 00:10:35,359 of day it is, you chose to be here. You've probably been to 126 00:10:35,359 --> 00:10:38,479 many trainings, seminars, professional developments like 127 00:10:38,479 --> 00:10:41,619 this. And in those trainings, seminars, professional 128 00:10:41,619 --> 00:10:44,679 developments. Oftentimes you get really excited, and by the end, 129 00:10:44,679 --> 00:10:47,919 you're like, that was really amazing, or you might say that 130 00:10:47,919 --> 00:10:51,339 was really awful, but in those that you say that was really 131 00:10:51,339 --> 00:10:54,759 amazing, so fantastic. I'm going to go, I'm just going to go 132 00:10:54,759 --> 00:10:57,999 change my entire classroom tomorrow. You get back to your 133 00:10:57,999 --> 00:11:01,019 classroom and you're like, I just went through the most 134 00:11:01,019 --> 00:11:04,619 amazing experience, but I don't know how to do this in my 135 00:11:04,619 --> 00:11:08,999 classroom, and there's this disconnect between the 136 00:11:08,999 --> 00:11:12,359 techniques that we learn in trainings, the techniques that 137 00:11:12,359 --> 00:11:16,379 we teach to our students, and then the techniques that we 138 00:11:16,379 --> 00:11:21,439 specifically and explicitly learn as the educator on 139 00:11:21,439 --> 00:11:26,179 actually facilitating these transformations, and all of 140 00:11:26,179 --> 00:11:33,259 those have their own names and strategies. Bottom line, though, 141 00:11:33,259 --> 00:11:38,119 we want we all want the same outcomes for math. We want kids 142 00:11:38,119 --> 00:11:41,439 to know their facts. We want kids to be confident. We want 143 00:11:41,439 --> 00:11:44,259 kids to be able to work independently. We want kids to 144 00:11:44,259 --> 00:11:48,279 be able to just do we want them to have the prerequisites. We 145 00:11:48,279 --> 00:11:51,579 want them to have number sense. No matter who I interview or 146 00:11:51,579 --> 00:11:55,839 survey anywhere in the world. We all want the same outcomes, but 147 00:11:55,839 --> 00:12:00,479 if I survey and narrow those outcomes, if I survey math 148 00:12:00,479 --> 00:12:04,199 teachers, instructional specialists, interventionists. 149 00:12:04,679 --> 00:12:10,739 If I survey the people that are currently teaching math students 150 00:12:10,739 --> 00:12:15,299 and helping specifically struggling students, everything 151 00:12:15,299 --> 00:12:19,859 boils down into the same categories. I'm going to rename 152 00:12:19,859 --> 00:12:24,619 these categories as we go today, but these categories are 153 00:12:24,619 --> 00:12:29,479 different than outcomes, so to speak, because as I survey 154 00:12:29,479 --> 00:12:34,699 teachers, what ends up coming out are the deficits kids have, 155 00:12:35,419 --> 00:12:38,779 but yet in turn, they're the outcomes that teachers wish they 156 00:12:38,779 --> 00:12:44,019 did have. So the three major categories of deficits and the 157 00:12:44,019 --> 00:12:50,799 three major outcomes that we want are computation. We want 158 00:12:51,039 --> 00:12:58,119 efficient, accurate computation. The other thing that comes up 159 00:12:58,179 --> 00:13:03,359 most popular, no matter really what grade level, what school 160 00:13:03,359 --> 00:13:08,879 district, what area in the world you're in, kids need to 161 00:13:08,879 --> 00:13:13,199 understand. Kids struggle with equations, equations, 162 00:13:13,439 --> 00:13:20,239 equivalence, substitution, solving for an unknown. And the 163 00:13:20,239 --> 00:13:27,259 third category, nobody that I survey really has the same name 164 00:13:27,259 --> 00:13:31,699 for it. So what I've done is I've named this category based 165 00:13:31,699 --> 00:13:36,499 on all of the similarities of this category, and that's why 166 00:13:36,499 --> 00:13:41,199 it's a different color here. I call it shape. So for some 167 00:13:41,199 --> 00:13:45,279 teachers, they're like, I need my kids to understand volume, 168 00:13:45,579 --> 00:13:50,739 area, perimeter. I need my kids to know how to measure with a 169 00:13:50,739 --> 00:13:55,779 ruler. So there's lots of things like that fall into this 170 00:13:55,779 --> 00:14:04,139 category, but it's really all about shape and utilizing shape 171 00:14:04,139 --> 00:14:10,259 in mathematics, and really computations with shape 172 00:14:10,319 --> 00:14:15,839 measurement is a computation. Now these are the words that we 173 00:14:15,839 --> 00:14:22,579 as educators use, the words that I use, and I'll I'm not going to 174 00:14:22,579 --> 00:14:26,479 give you all of the reasons I use these words today, but the 175 00:14:26,479 --> 00:14:34,459 words that I use are factors, meaning facts, but factors are 176 00:14:34,459 --> 00:14:47,559 essential function and right and fraction. So I call them the 177 00:14:47,559 --> 00:14:54,099 three F's, factors, function and fraction, and all of 178 00:14:54,099 --> 00:14:58,839 mathematics, preschool through high school, I'd say a good 95% 179 00:14:59,859 --> 00:15:04,079 a. Our standards will fall into one of those categories, 180 00:15:04,379 --> 00:15:11,699 factors, fraction and function. So at minds on math. We power 181 00:15:11,699 --> 00:15:18,719 standard, we essentialize and compartmentalize the major 182 00:15:18,719 --> 00:15:24,079 concepts of mathematics and then attach the dozens of standards 183 00:15:24,079 --> 00:15:28,159 from every grade level to each of those categories. What that 184 00:15:28,159 --> 00:15:35,839 allows us to do is use the same exercises and experiences, tasks 185 00:15:35,899 --> 00:15:42,279 and lessons with every grade level and every ability level of 186 00:15:42,279 --> 00:15:46,959 students, but we use them and facilitate them in a different 187 00:15:46,959 --> 00:15:54,219 way. But it all comes down to the same tasks, but I've gone 188 00:15:54,219 --> 00:15:59,859 off into a different path with our model. But the entire 189 00:15:59,859 --> 00:16:04,319 justification of our model is because kids do not remember 190 00:16:04,319 --> 00:16:10,079 mathematics. Some do 10% 20% some of those kids just remember 191 00:16:10,079 --> 00:16:12,179 no matter how we teach, no matter what we do, no matter 192 00:16:12,179 --> 00:16:14,699 what we put them through. Honestly, some of the kids, 193 00:16:14,999 --> 00:16:18,119 they're not just remembering. They knew it before we even 194 00:16:18,299 --> 00:16:20,719 taught them. You have that. I'm going to call it, I'm going to 195 00:16:20,719 --> 00:16:22,879 call it, I'm going to be generous, I'm going to call it a 196 00:16:22,879 --> 00:16:26,059 30% group of students that are going to get the math, that are 197 00:16:26,059 --> 00:16:28,459 going to learn the math, that are going to excel in math, no 198 00:16:28,459 --> 00:16:33,139 matter what. So most school districts, when they're given 199 00:16:33,139 --> 00:16:38,119 any type of math achievement test, at least 30% of the kids 200 00:16:38,359 --> 00:16:42,459 are going to pass, and we cannot attribute that to what we've 201 00:16:42,459 --> 00:16:49,119 done. Ouch. So now we need to start looking at percentages of 202 00:16:49,119 --> 00:16:53,979 passing in a very different light. How do we know that we've 203 00:16:53,979 --> 00:16:58,299 contributed to the students that are actually gaining the 204 00:16:58,299 --> 00:17:03,839 achievement? So back to our frustrations as educators. Why 205 00:17:03,839 --> 00:17:09,779 don't kids remember it's because if I go back to the idea of 206 00:17:09,779 --> 00:17:13,259 cognitive science, of math, the way we typically and 207 00:17:13,259 --> 00:17:19,199 traditionally teach mathematics is the exact opposite of the way 208 00:17:19,199 --> 00:17:24,259 that the brain learns the way that textbooks are written and 209 00:17:24,259 --> 00:17:28,159 implemented are the exact opposite of the way the brain 210 00:17:28,159 --> 00:17:36,979 learns. So what do we do? Do we give up textbooks? No, do we 211 00:17:37,459 --> 00:17:41,199 stop doing most of the things that we're doing? No, not 212 00:17:41,199 --> 00:17:46,299 necessarily because textbooks are necessary, but for a 213 00:17:46,299 --> 00:17:50,859 different reason, not to implement science of math 214 00:17:51,879 --> 00:17:55,839 textbooks are necessary for a different reason, not to scale 215 00:17:55,839 --> 00:18:01,499 mathematics achievement, because if we saw huge gains in 216 00:18:01,499 --> 00:18:06,419 mathematics achievement in certain pockets that are using 217 00:18:06,419 --> 00:18:09,779 the same textbooks, then we could contribute it to the 218 00:18:09,779 --> 00:18:14,459 textbook. But really, these scales that I'm talking about 219 00:18:14,459 --> 00:18:18,119 today have nothing to do with our textbook resources. They 220 00:18:18,119 --> 00:18:20,659 have nothing to do with our current curriculum pacing 221 00:18:20,659 --> 00:18:30,739 guides. Kind of a downer, a downer. At this point, you're 222 00:18:30,739 --> 00:18:34,219 either going to hang up and walk away and be like, then that's 223 00:18:34,219 --> 00:18:40,839 too overwhelming. Jay Z or you're going to be like, Okay, I 224 00:18:40,839 --> 00:18:44,379 agree with you. Let's keep going. Where's the rubber meet 225 00:18:44,379 --> 00:18:50,619 the road? In order to increase memory, we have to focus on 226 00:18:50,919 --> 00:18:53,799 teaching through the four strategies I've mentioned 227 00:18:53,799 --> 00:18:59,559 earlier. I'm going to show you those now, the four cognitive 228 00:18:59,559 --> 00:19:02,339 science strategies. And this is not me. This is not Jonily. This 229 00:19:02,339 --> 00:19:08,759 is not Jay Z. I did not coin these. These are from one of my 230 00:19:08,759 --> 00:19:11,879 favorite resources. They're from many resources, but one of my 231 00:19:11,879 --> 00:19:19,499 favorite resources is the book make it stick, The Science of 232 00:19:19,499 --> 00:19:24,919 Successful Learning. Here's your authors, 233 00:19:31,040 --> 00:19:36,260 and the book make it stick is not necessarily for educators. 234 00:19:36,260 --> 00:19:39,860 So as a teacher, as a math teacher, to pick it up and be 235 00:19:39,860 --> 00:19:42,880 like, Okay, I'm going to read this and then I'm going to go 236 00:19:42,880 --> 00:19:46,540 implement these things. No, there. It's not as streamlined 237 00:19:46,540 --> 00:19:50,080 as that. So what I have done, what my team has done over the 238 00:19:50,080 --> 00:19:55,660 years, is from the research, from make it stick. We have then 239 00:19:55,660 --> 00:20:00,480 taken these strategies and implemented in different. Their 240 00:20:00,480 --> 00:20:04,680 explicit, deliberate, intentional ways in math 241 00:20:04,680 --> 00:20:10,080 classrooms of all levels, and analyze the results. I have not 242 00:20:10,080 --> 00:20:14,280 coined these. These four strategies are from cognitive 243 00:20:14,280 --> 00:20:21,800 psychology, interleaving, spaced repetition, retrieval, practice 244 00:20:22,400 --> 00:20:27,740 and metacognitive feedback. My current work with two of the 245 00:20:27,740 --> 00:20:31,880 school districts that I'm working with right now is we are 246 00:20:31,880 --> 00:20:39,200 mapping their textbook resource, their curriculum resource, to 247 00:20:39,200 --> 00:20:48,040 these strategies within our lesson plans, and I'm going to 248 00:20:48,040 --> 00:20:56,080 show you a few of those examples today. But why should you listen 249 00:20:56,140 --> 00:21:06,960 to me? Yeah, my family would ask you the same thing. I'm going to 250 00:21:06,960 --> 00:21:12,480 give you a couple of examples, in 1000s at this point in the 251 00:21:12,480 --> 00:21:17,340 last 15 years, in 1000s of middle schools, I have done a 252 00:21:17,340 --> 00:21:21,620 little experiment asking students to tell me the decimal 253 00:21:21,620 --> 00:21:27,020 equivalent for 1/8 typically I do this in a year seven grade 254 00:21:27,020 --> 00:21:33,860 seven grade eight, right before kids go to high school. And just 255 00:21:33,860 --> 00:21:37,820 randomly, I'll ask seventh and eighth graders to put the 256 00:21:37,820 --> 00:21:42,400 decimal equivalent for this number. And this is one class 257 00:21:42,400 --> 00:21:45,640 this year, but there have been literally hundreds and 1000s of 258 00:21:45,640 --> 00:21:48,340 classes and students over the last 15 years that we've gotten 259 00:21:48,340 --> 00:21:53,020 the same results. And the majority of students in this 260 00:21:53,020 --> 00:21:56,440 specific grade eight classroom this year gave me a decimal that 261 00:21:56,440 --> 00:22:00,040 had the number eight in it, and then I had some other results. 262 00:22:00,460 --> 00:22:06,600 And these results are fairly typical. Now I have also run a 263 00:22:06,600 --> 00:22:10,680 little action research project for the past seven years. I 264 00:22:10,680 --> 00:22:14,100 began with a group of kindergarteners, so five year 265 00:22:14,100 --> 00:22:18,960 olds about seven years ago, and I have followed them every year, 266 00:22:19,140 --> 00:22:24,500 and as they move from teacher to teacher, I have coached their 267 00:22:24,500 --> 00:22:28,940 current teacher while we're implementing the model at their 268 00:22:28,940 --> 00:22:32,960 new grade level. So I will come in and actually model the model 269 00:22:33,620 --> 00:22:38,420 and train and coach the teacher during that school year that he 270 00:22:38,420 --> 00:22:42,760 or she has these students. So these current students that I've 271 00:22:42,760 --> 00:22:46,300 been following are in grade seven this year, and they've 272 00:22:46,300 --> 00:22:49,360 been in this model since kindergarten. Now we also have 273 00:22:49,660 --> 00:22:52,300 transiency. So we have kids that have moved out and moved in. We 274 00:22:52,300 --> 00:22:56,140 have move ins. And so what I'm going to show you are their 275 00:22:56,140 --> 00:22:59,860 results from the beginning of this year at seventh grade for 276 00:22:59,860 --> 00:23:11,220 the decimal equivalent from 1/8 and they are this. You can 277 00:23:11,220 --> 00:23:19,620 notice the amount of fewer students who have an eight in 278 00:23:19,620 --> 00:23:23,060 the decimal. By the way, if you don't know the fraction, 1/8 279 00:23:23,480 --> 00:23:29,780 doesn't have an eight in the decimal at all. But the 280 00:23:30,080 --> 00:23:36,020 significant number of students that don't give me an eight in 281 00:23:36,020 --> 00:23:41,320 the decimal is really extreme, from the one group to the other. 282 00:23:42,340 --> 00:23:48,460 And for some other information, all of these students have moved 283 00:23:48,460 --> 00:23:53,860 in to this cohort after kindergarten. At some point, two 284 00:23:53,860 --> 00:24:00,900 of them are new to our school this year. So just to put some 285 00:24:00,900 --> 00:24:07,620 numbers to this, and these are typical results, 26% of students 286 00:24:07,800 --> 00:24:11,520 in that grade eight group give me a decimal that doesn't have 287 00:24:11,520 --> 00:24:16,800 an eight in it. But 75% of the group that's been through the 288 00:24:16,800 --> 00:24:21,080 model gives me a decimal that doesn't have an eight in it. Now 289 00:24:21,140 --> 00:24:26,840 I don't know if that seems groundbreaking to you, but it is 290 00:24:26,840 --> 00:24:33,200 to me, just with that one example, and if we look at other 291 00:24:33,200 --> 00:24:41,020 results, we have seen cohorts of kids go from 27% passing the 292 00:24:41,020 --> 00:24:46,840 year end assessment to 60% passing in less than a year, and 293 00:24:46,840 --> 00:24:54,400 92% showing growth. We also had a really cool group of students 294 00:24:54,400 --> 00:24:59,440 last year, typically And historically, in grade four at 295 00:24:59,440 --> 00:25:03,300 the end of. Year, eoy, end of year, end of course, math exam 296 00:25:03,300 --> 00:25:08,940 that the state provides, typically fourth graders in that 297 00:25:08,940 --> 00:25:11,760 district and surrounding districts, there are usually 50 298 00:25:11,760 --> 00:25:16,380 to 65% of those students that pass after two years of 299 00:25:16,380 --> 00:25:19,500 partially implementing this model. Funny story. So I've 300 00:25:19,500 --> 00:25:21,860 working with these teachers, the fourth grade teachers for two 301 00:25:21,860 --> 00:25:26,960 years at this school district, and in the middle of last year, 302 00:25:27,020 --> 00:25:30,080 they both, there's 2/4 grade teachers, they both said to me, 303 00:25:30,260 --> 00:25:33,440 Jonily, like we're really trying, but we're not even doing 304 00:25:33,440 --> 00:25:40,840 half of what you've taught us. And boom, last year, 84% of the 305 00:25:40,840 --> 00:25:43,780 entire fourth grade level. So this is the entire fourth grade 306 00:25:44,260 --> 00:25:48,640 so they have about 130 students at that grade level. 84% of 307 00:25:48,640 --> 00:25:53,860 those students passed that end of course math exam. And we just 308 00:25:53,860 --> 00:25:59,920 continuously show results after results. It is very powerful, 309 00:25:59,920 --> 00:26:05,400 and I share it not to be like, so you guys are probably like, 310 00:26:05,400 --> 00:26:09,000 just show us your strategy strongly. You all that are here 311 00:26:09,000 --> 00:26:14,100 today. You didn't come to be convinced you're here because, 312 00:26:14,100 --> 00:26:18,600 like, you want to know what to do, but because we're recording 313 00:26:18,600 --> 00:26:23,780 this and because I want the science of math intro session to 314 00:26:23,780 --> 00:26:30,080 be all wrapped in one bundle. It's important that we have some 315 00:26:30,080 --> 00:26:34,820 validity behind us, and it's important that you all hear that 316 00:26:34,820 --> 00:26:37,820 there's more where that came from. But again, I don't want to 317 00:26:37,820 --> 00:26:42,280 bore you. I want to get to what do we do? But it's important 318 00:26:42,340 --> 00:26:46,900 that when someone is bringing in training, professional 319 00:26:46,900 --> 00:26:53,380 development, a new initiative to your district, based on what 320 00:26:53,380 --> 00:26:59,200 I've said today, or how you should formulate questions to 321 00:26:59,200 --> 00:27:02,940 ask about the validity of the strategies that they're bringing 322 00:27:02,940 --> 00:27:13,080 in. We, at this point, need to question everything as we so let 323 00:27:13,080 --> 00:27:16,440 me back up for just a minute. So this is Saturday math. We do a 324 00:27:16,440 --> 00:27:19,080 once a month Saturday session. It's completely free. You 325 00:27:19,080 --> 00:27:24,560 register on Eventbrite. Here you are today. You found us. We 326 00:27:24,560 --> 00:27:29,000 typically focus on improving number sense. That's our go to 327 00:27:29,000 --> 00:27:34,160 on Saturday, maths, improving number sense is the number one 328 00:27:34,160 --> 00:27:40,660 thing that we need to do to swim in this science of math area and 329 00:27:40,660 --> 00:27:46,360 improve memory and achievement. So we're still on that topic, 330 00:27:47,140 --> 00:27:50,200 but for the rest of this year, each month that we do Saturday 331 00:27:50,200 --> 00:27:54,940 math, from here until June, not only are we going to be focusing 332 00:27:54,940 --> 00:27:57,880 on improving number sense each Saturday, I'm going to share 333 00:27:57,880 --> 00:28:01,680 with you a different strategy, a different example, a different 334 00:28:01,680 --> 00:28:05,220 implementation facilitation technique that you can go back 335 00:28:05,220 --> 00:28:09,480 and use right away in your classroom, and you can use that 336 00:28:09,480 --> 00:28:14,520 strategy or technique for 10 minutes one day and see really 337 00:28:14,580 --> 00:28:18,480 impactful results. But it's not anything that takes a lot of 338 00:28:18,480 --> 00:28:21,140 time. As a matter of fact, I don't want it to take a lot of 339 00:28:21,140 --> 00:28:30,500 time. Spaced practice from cognitive science says or spaced 340 00:28:30,500 --> 00:28:34,760 repetition, I interchange that space repetition means that we 341 00:28:34,760 --> 00:28:39,020 need repetition over time, but in very small chunks, with space 342 00:28:39,020 --> 00:28:42,820 in between. What that means is, if I give you a strategy today, 343 00:28:42,820 --> 00:28:46,060 and you're like, Okay, I'm taking that strategy to the 344 00:28:46,060 --> 00:28:52,060 limit. The way that you implement it is, next Tuesday, 345 00:28:52,300 --> 00:28:57,280 you do 10 minutes of it and that's it. Then a week later, 346 00:28:57,280 --> 00:29:01,560 you do another 10 minutes, and then two weeks later, you do 20 347 00:29:01,560 --> 00:29:07,860 minutes of it, that is spaced repetition, that is space 348 00:29:07,860 --> 00:29:12,480 practice. And what that also involves is that first strategy, 349 00:29:12,480 --> 00:29:17,880 called interleaving. Interleaving is just out of 350 00:29:17,880 --> 00:29:21,620 context to learning. So if you're in college and you're 351 00:29:21,620 --> 00:29:23,360 studying for midterms 352 00:29:24,859 --> 00:29:30,139 in the Make It Stick book, in other research articles and 353 00:29:30,139 --> 00:29:37,819 journals, it is said, if you have four midterms, don't study 354 00:29:38,539 --> 00:29:46,539 for one midterm at a time study for 30 minutes one content, 30 355 00:29:46,539 --> 00:29:50,319 minutes a second, content 30 minutes a third, content, 30 356 00:29:50,319 --> 00:29:55,119 minutes a fourth, content, and then repeat that cycle that is 357 00:29:55,119 --> 00:29:59,379 interleaving in space practice, because interleaving is out of 358 00:29:59,379 --> 00:30:06,059 context. Switch tasking your brain, which is necessary for 359 00:30:06,059 --> 00:30:14,459 the muscle to strengthen and remember more. Think about math 360 00:30:14,459 --> 00:30:18,779 textbooks for a moment. Y'all, I'm sorry to be the bearer of 361 00:30:18,779 --> 00:30:25,819 bad news today. You think of chapter one, all similar 362 00:30:25,879 --> 00:30:32,359 concept. Chapter Two, all similar. What happens is we're 363 00:30:32,359 --> 00:30:36,259 doing the exact opposite of interleaving in space. Practice. 364 00:30:37,879 --> 00:30:43,239 Do you burn your textbooks in a bonfire next weekend. Now, now, 365 00:30:44,739 --> 00:30:49,059 especially if they're digital, that would be it's a new 366 00:30:49,059 --> 00:30:55,839 concept. What we at minds on math do with schools and 367 00:30:55,839 --> 00:31:00,039 teachers and districts is we open up the table of contents of 368 00:31:00,039 --> 00:31:06,779 the textbook and we pull nuggets from each unit and chapter that 369 00:31:06,779 --> 00:31:13,319 become our here's a new word stimulus. This is a minds on 370 00:31:13,319 --> 00:31:18,119 math word a stimulus is a trigger that's going to 371 00:31:18,119 --> 00:31:22,339 stimulate mathematical thinking, reasoning and sense making, but 372 00:31:22,339 --> 00:31:27,319 we pull these right from our textbook. Now, I have some that 373 00:31:27,319 --> 00:31:31,759 I've generated that are really good stimulus that are 374 00:31:31,759 --> 00:31:36,499 transferable from one grade level to a next. And they come 375 00:31:36,499 --> 00:31:39,499 from textbooks. They come from release test questions. They 376 00:31:39,499 --> 00:31:42,999 come from the A, C, T, they come from. There are summit minds on 377 00:31:42,999 --> 00:31:49,719 math that are our go tos, couple dozen of them. But you can also 378 00:31:49,719 --> 00:31:53,739 randomly pull from your textbook. What we do is we help 379 00:31:53,859 --> 00:31:58,899 teachers and school districts look at your textbook and 380 00:31:58,899 --> 00:32:03,839 implement it in a different way that involves interleaving in 381 00:32:03,839 --> 00:32:07,199 space practice that's some of our structure, just as I'm 382 00:32:07,199 --> 00:32:09,899 glancing at the content or at the comments as well. It's 383 00:32:10,979 --> 00:32:14,519 interesting you ask this question, because one of the 384 00:32:14,579 --> 00:32:18,959 schools that I work with is we have gotten these results in 385 00:32:18,959 --> 00:32:24,859 schools from urban, rural, large schools, medium schools, small 386 00:32:24,859 --> 00:32:29,059 schools, private schools, Catholic schools, you name it. 387 00:32:29,479 --> 00:32:33,499 We have the entire sampling. And the one school district that I 388 00:32:33,499 --> 00:32:36,859 work with right now, I work in one of their schools, that is a 389 00:32:36,859 --> 00:32:39,259 seven eight building, grade seven, grade eight. The entire 390 00:32:39,259 --> 00:32:42,999 building is seventh and eighth graders. However, there's about 391 00:32:42,999 --> 00:32:50,619 600 700 kids in the school. The majority of these students have 392 00:32:50,679 --> 00:32:55,659 either learning needs, brain disconnects, special abilities, 393 00:32:56,319 --> 00:33:00,239 so they're being served with IEPs, and a number of these 394 00:33:00,239 --> 00:33:05,759 students are ELLs or sels or students as a second language. 395 00:33:06,599 --> 00:33:11,399 Many of the students in this particular school have come in 396 00:33:12,059 --> 00:33:17,519 not speaking any English, and so we also, alongside our regular 397 00:33:17,519 --> 00:33:20,839 classroom teachers and intervention specialists, we 398 00:33:20,839 --> 00:33:24,859 train, and there's other models, the SIOP model, there are other 399 00:33:24,859 --> 00:33:28,819 trainings and other models that when you bring the science of 400 00:33:28,819 --> 00:33:34,579 math pieces into it, it just enhances the other really good 401 00:33:34,579 --> 00:33:39,739 models we're using for those kids that have English language 402 00:33:39,739 --> 00:33:43,899 disconnects and barriers. So Great question, great question. 403 00:33:43,899 --> 00:33:46,899 Keep those questions coming in the comments. I may not answer 404 00:33:46,899 --> 00:33:49,839 them right away, but I'll keep glancing over and then I'll also 405 00:33:49,839 --> 00:33:57,519 ask us to have some dialog together today as well. So as we 406 00:33:58,239 --> 00:34:02,939 are thinking about everything that I've said in this session 407 00:34:02,939 --> 00:34:11,819 so far. Where is your brain right now? So let me ask it a 408 00:34:11,819 --> 00:34:17,099 different way. What are your current thoughts? 409 00:34:22,199 --> 00:34:26,239 And I invite you, you don't need to turn your video on, you don't 410 00:34:26,239 --> 00:34:33,319 need to engage. You do not need to interact. But I do invite you 411 00:34:34,039 --> 00:34:37,999 to put anything that's swimming in your brain right now in the 412 00:34:37,999 --> 00:34:45,279 comments or right now just unmute and give me your wise 413 00:34:45,279 --> 00:34:45,999 words. 414 00:34:50,440 --> 00:34:56,080 Unknown: I am liking your construct of the interleaving in 415 00:34:56,080 --> 00:34:59,320 the space repetition, because I all the kids that I do work with 416 00:34:59,380 --> 00:35:03,060 are kids with. Learning diagnosed learning difficulties. 417 00:35:03,600 --> 00:35:08,520 And the thing that I find the hardest with the math concepts 418 00:35:08,520 --> 00:35:16,380 is they can't switch from one thing to the other. If you're 419 00:35:16,380 --> 00:35:19,320 giving them something to do, it has to all be the same thing, 420 00:35:19,380 --> 00:35:22,460 because their mind can't go back and forth between two different 421 00:35:22,460 --> 00:35:27,620 things. So to me, to be able to teach in that way where you're 422 00:35:27,620 --> 00:35:31,400 not keeping them on the same track over and over again, makes 423 00:35:31,400 --> 00:35:36,560 sense, I think, to make those connections work in the brain. 424 00:35:36,980 --> 00:35:37,700 Absolutely 425 00:35:37,700 --> 00:35:41,800 Jonily : Good point. And really, if you think about end of year 426 00:35:41,800 --> 00:35:46,420 exams, final exams, midterm exams, state assessments. 427 00:35:47,740 --> 00:35:50,680 Problem number one has nothing to do with problem number two. 428 00:35:51,640 --> 00:35:55,900 So what we're asking kids to do on an assessment does not match 429 00:35:55,960 --> 00:36:00,480 our day to day instruction, and it actually doesn't match our 430 00:36:00,480 --> 00:36:04,680 day to day lives, I have to switch to we as human beings. 431 00:36:04,680 --> 00:36:08,940 Have to switch tasks all day long, from being the driver of a 432 00:36:08,940 --> 00:36:13,080 car and Okay, so right now my role as a human is to drive on 433 00:36:13,080 --> 00:36:16,920 the road to get myself to work. Then I have to switch my brain 434 00:36:16,920 --> 00:36:20,360 from my road rage traffic incident, and then I have to 435 00:36:20,360 --> 00:36:25,220 start working, but then I get a text from my kids school, then I 436 00:36:25,220 --> 00:36:27,800 have to jump back into work, but then I get a call from my boss 437 00:36:27,800 --> 00:36:32,420 about another meeting. We are setting kids up for failure by 438 00:36:32,420 --> 00:36:34,160 not using this model. 439 00:36:34,220 --> 00:36:37,400 Unknown: I want to hop on just a second and oh, yes, 440 00:36:37,400 --> 00:36:38,660 Jonily : Sarah, good, yes. 441 00:36:39,080 --> 00:36:42,040 Unknown: I just wanted to first validate what Kelly said, 442 00:36:42,040 --> 00:36:47,320 because that is pretty big for you to recognize that it's hard 443 00:36:47,320 --> 00:36:51,520 for your students to go from one thing to another, and I feel 444 00:36:51,520 --> 00:36:54,640 like it's unnatural for you to then think about what Jonily 445 00:36:54,640 --> 00:36:58,360 saying and be like, Oh, I should try to switch back and forth 446 00:36:58,360 --> 00:37:02,760 more. Because what I tend to hear from teachers who say the 447 00:37:02,760 --> 00:37:06,180 same thing that you did, is that then I have to keep them in the 448 00:37:06,180 --> 00:37:10,200 same we have to just do this, and I need to lay it all out for 449 00:37:10,200 --> 00:37:13,860 them, because they they aren't able to do this or that or 450 00:37:13,860 --> 00:37:17,640 switch focus, whatever the case may be. And we keep doing the 451 00:37:17,640 --> 00:37:20,960 same thing, but we're also getting the same results, which 452 00:37:20,960 --> 00:37:26,300 then I also hear in our multi grade level meetings what you 453 00:37:26,300 --> 00:37:30,560 said earlier, Joni, that that students aren't remembering from 454 00:37:30,560 --> 00:37:34,220 one unit to another, or one grade level to another, and 455 00:37:34,220 --> 00:37:37,280 they're like, I know you've seen this before. I know we did this 456 00:37:37,280 --> 00:37:41,080 before, and why are we having such a hard time remembering it. 457 00:37:41,080 --> 00:37:44,980 And I just appreciate the conversation about, like, how 458 00:37:44,980 --> 00:37:48,760 the brain learns what we know now, and how do we keep pushing 459 00:37:48,760 --> 00:37:52,240 forward to kind of change things so that we get the results that 460 00:37:52,360 --> 00:37:53,620 that we really want to see. 461 00:37:54,400 --> 00:37:56,980 Jonily : Well, Said, said, other thoughts. 462 00:38:02,860 --> 00:38:10,080 Cheri Dotterer: Yeah, Habits. Habits drive our day. 90% of it. 463 00:38:10,980 --> 00:38:16,860 Our brain wants to do automatic activities. It doesn't want to 464 00:38:16,920 --> 00:38:17,640 think 465 00:38:19,380 --> 00:38:21,140 Jonily : Amen. We 466 00:38:21,200 --> 00:38:25,700 Cheri Dotterer: tend to do what is automatic, what those 467 00:38:25,700 --> 00:38:31,100 pathways are that we've developed that are currently 468 00:38:31,100 --> 00:38:36,860 working like in this circular loop. And if we try to take that 469 00:38:36,860 --> 00:38:41,080 loop and put a little fringe in it, our brains go, Wait a 470 00:38:41,080 --> 00:38:48,520 minute, confusion. And so we're looking at it from this so 471 00:38:48,520 --> 00:38:51,880 looking at it from that perspective, where anytime you 472 00:38:51,880 --> 00:38:56,080 put a little blip in in the brain, it's going, Daniel, now I 473 00:38:56,080 --> 00:38:57,220 want safety. I'm 474 00:39:00,640 --> 00:39:03,780 Jonily : going to be real for just a minute. From what I hear, 475 00:39:04,260 --> 00:39:09,360 I'm in dozens and dozens of schools every year, sometimes 476 00:39:09,360 --> 00:39:14,640 every month I get around. When I first started teaching in 1999 477 00:39:15,300 --> 00:39:20,100 I'm a secondary math teacher by trade. I was not going to be a 478 00:39:20,100 --> 00:39:23,300 teacher. I actually have a math degree. I have a Bachelor of 479 00:39:23,300 --> 00:39:27,380 Science in pure mathematics, knowing that you can really 480 00:39:27,380 --> 00:39:30,140 understand my disconnect when I started teaching eighth graders 481 00:39:30,140 --> 00:39:33,980 mathematics with a Bachelor of Science in mathematics, who 482 00:39:33,980 --> 00:39:39,320 knows more than me, and I would teach my kids brilliant lessons, 483 00:39:39,320 --> 00:39:44,620 and they would not get it talk about a personal struggle, and 484 00:39:44,620 --> 00:39:48,520 to have that background that really set me off on a journey 485 00:39:48,520 --> 00:39:51,640 of I have a degree in mathematics, and I don't know 486 00:39:51,640 --> 00:39:58,360 any mathematics. Now, I say a lot of that to just give you a 487 00:39:58,360 --> 00:40:01,860 little more background. But if I. Go back to Theresa's question 488 00:40:01,860 --> 00:40:04,800 in the comments, what holds districts back from applying 489 00:40:04,800 --> 00:40:08,100 these techniques when I'm in dozens and dozens of schools, 490 00:40:08,160 --> 00:40:12,360 because I had my own classroom. I was in one school district for 491 00:40:12,360 --> 00:40:17,520 15 years, and then I went on this journey which I had to 492 00:40:17,520 --> 00:40:22,100 branch away from that district because sample size. I've got to 493 00:40:22,100 --> 00:40:25,040 go out and try these things with lots of other places. So I've 494 00:40:25,040 --> 00:40:31,460 done that for for the past at least 12, 1314, years, to see if 495 00:40:31,460 --> 00:40:36,080 it happens everywhere. And what I hear from teachers is, but we 496 00:40:36,080 --> 00:40:39,380 have to use our textbook. We have to use it page by page. But 497 00:40:39,380 --> 00:40:41,620 then I talk to their administrator and their 498 00:40:41,620 --> 00:40:44,680 principal will say that is not what I told them. They need to 499 00:40:44,680 --> 00:40:50,020 use it as a so everybody's blaming each other because of 500 00:40:50,020 --> 00:40:56,140 what Cheri said. Nobody wants to change their habits, so because 501 00:40:56,140 --> 00:41:01,260 they're resisting so much, it's very difficult to say as a human 502 00:41:01,260 --> 00:41:07,740 being, I know I need to do this change. It makes complete sense. 503 00:41:09,180 --> 00:41:12,840 And this is all rationally, subconsciously, I know I need to 504 00:41:12,840 --> 00:41:16,560 make this change. I know it makes sense. I don't know how to 505 00:41:16,560 --> 00:41:20,660 do it. I don't even know where to start. It's overwhelming. And 506 00:41:20,660 --> 00:41:23,780 then what comes out of their mouth is, yep, my principal 507 00:41:23,780 --> 00:41:26,840 says, No, I have to do it. I have to go page by page. There's 508 00:41:26,840 --> 00:41:30,440 a lot of disconnecting communication. Now the other 509 00:41:30,440 --> 00:41:33,380 answer to your question, Theresa, which is why I'm pretty 510 00:41:33,380 --> 00:41:38,660 aggressive today, and I want all of you to hear me today and stay 511 00:41:38,720 --> 00:41:43,480 connected as the science of math emerges, whether it's in a year 512 00:41:43,480 --> 00:41:48,880 or in five years, or 15 years or 30 years, at some point, this 513 00:41:48,880 --> 00:41:53,380 recording will be public. This recording is what we need to 514 00:41:53,380 --> 00:42:00,480 point the fingers to, not because I'm all that I am and a 515 00:42:00,480 --> 00:42:11,220 bag of chips. No, y'all. I'm a lot. I'm a lot. Stop it. Jay Z 516 00:42:11,760 --> 00:42:17,220 anywho, not because I'm all that, but because we need to 517 00:42:17,220 --> 00:42:19,680 begin questioning everything. Because another answer to your 518 00:42:19,680 --> 00:42:23,480 question, Theresa, is what dictates what happens in 519 00:42:23,480 --> 00:42:30,380 schools. Oh, I'm really going to get blasted here is driven by 520 00:42:30,380 --> 00:42:38,060 government and money. I have no affiliation with the government 521 00:42:39,620 --> 00:42:44,860 and I have no affiliation with big money business and kickbacks 522 00:42:44,860 --> 00:42:50,560 from any textbook company or anything. I have no connection 523 00:42:50,560 --> 00:42:56,200 at all. My company is minds on math. We are a service provider 524 00:42:57,100 --> 00:43:00,960 that consults and coaches to support school districts with 525 00:43:00,960 --> 00:43:04,680 the materials that they have with the mandates that are in 526 00:43:04,680 --> 00:43:08,220 place. We're not asking you to break the rules. We're just 527 00:43:08,220 --> 00:43:12,600 saying you can implement the rules differently. So what we do 528 00:43:12,600 --> 00:43:17,040 at minds on math is we support school districts with their 529 00:43:17,040 --> 00:43:20,540 current model, their current resources, their current 530 00:43:20,540 --> 00:43:25,040 mandates, we ask a lot of questions to say, okay, is this 531 00:43:25,040 --> 00:43:32,240 one really true? And then we start to rethink how we deliver 532 00:43:32,660 --> 00:43:39,680 what's being told that we have to do, thoughts, comments, 533 00:43:39,680 --> 00:43:41,680 questions, go ahead and unmute if you have any. 534 00:43:44,140 --> 00:43:48,580 Unknown: Think there's also a fear that teachers have that 535 00:43:48,700 --> 00:43:52,240 especially if you're mathy, whether you're mathy or not, if 536 00:43:52,240 --> 00:43:56,740 you're mathy, we learned this way. We were able to do it this 537 00:43:56,740 --> 00:44:00,480 way, and so we think that's the way math teachers more than any 538 00:44:00,480 --> 00:44:05,640 other specialty in in education, tend to teach as we were taught. 539 00:44:05,940 --> 00:44:08,940 So it's hard to break away. It's hard to have to sell it to your 540 00:44:08,940 --> 00:44:12,240 administrator. It's hard to have to sell it to parents, and we 541 00:44:12,240 --> 00:44:15,900 don't want them to come at us and say, Why are they learning 542 00:44:15,900 --> 00:44:19,620 three different ways to subtract? I learned one, and I 543 00:44:19,620 --> 00:44:23,540 got by just fine. So why are they wasting time? So it's this 544 00:44:23,540 --> 00:44:28,100 fear that we have that if we break away from the mold, even 545 00:44:28,100 --> 00:44:31,460 though we know in our hearts and in our heads that it's probably 546 00:44:31,460 --> 00:44:35,180 the best thing to do, because, again, definition of insanity, 547 00:44:35,480 --> 00:44:38,480 doing the same thing over and over, and getting and expecting 548 00:44:38,480 --> 00:44:42,220 different results, it just doesn't happen, so we need to 549 00:44:42,220 --> 00:44:46,420 break away. But it's fearful. It's very scary. Fear, 550 00:44:47,680 --> 00:44:49,360 Jonily : amen. It's 551 00:44:49,360 --> 00:44:52,240 Unknown: interesting you say that Cathy, because I literally 552 00:44:52,240 --> 00:44:56,800 had this huge, long discussion last year with my principal, 553 00:44:57,160 --> 00:45:01,380 particularly about a particular student. Right? She's like, why 554 00:45:01,380 --> 00:45:05,100 are you teaching them five different ways to do division? 555 00:45:05,160 --> 00:45:08,940 And I'm like, because that's what the requirement is, and 556 00:45:08,940 --> 00:45:11,400 that's what they're going to look at on the testing. When 557 00:45:11,400 --> 00:45:13,740 they see testing, it's going to get they're going to get hit 558 00:45:13,740 --> 00:45:16,800 with it five different ways. And every kid doesn't learn it the 559 00:45:16,800 --> 00:45:19,560 same way. And there is more than one way to do math, and they 560 00:45:19,560 --> 00:45:22,820 should be exposed to all of them and then pick what works for 561 00:45:22,820 --> 00:45:27,560 them. And she goes, I think one way is just perfectly fine. And 562 00:45:27,560 --> 00:45:31,880 I'm like, I think that too, but I don't know. I don't know what 563 00:45:31,880 --> 00:45:35,480 y'all think about that, but I think they do need to be exposed 564 00:45:35,480 --> 00:45:39,140 to all the different ways so that if they can figure out what 565 00:45:39,140 --> 00:45:40,340 works for their brain. 566 00:45:40,580 --> 00:45:42,520 Jonily : And Kelly, your next follow up question for that 567 00:45:42,520 --> 00:45:45,520 person is, how does that relate to how the brain learns 568 00:45:45,520 --> 00:45:50,200 information? It all has to come back to the science of learning. 569 00:45:50,200 --> 00:45:55,360 Right now in a few of our states, we're having this really 570 00:45:55,360 --> 00:46:01,980 large battle and controversy with science of reading. And I 571 00:46:01,980 --> 00:46:04,860 get it, and I'm not a literacy person. I'm not going to get 572 00:46:04,860 --> 00:46:07,140 into it. I'm not dying on that hill. I don't really care, 573 00:46:07,140 --> 00:46:12,420 honestly, to but as I sit back and watch from an outsider, and 574 00:46:12,420 --> 00:46:15,120 I watch the debates like Kelly, you're talking about these two 575 00:46:15,120 --> 00:46:18,420 different opinions, two different views. It's still not 576 00:46:18,420 --> 00:46:24,200 grounded in cognitive science, the science of reading. I just I 577 00:46:24,200 --> 00:46:29,480 think we need to really question you guys should question me. You 578 00:46:29,480 --> 00:46:33,740 don't take what I'm saying today at face value. Please don't. 579 00:46:34,340 --> 00:46:38,540 Please don't you all should question me. You should question 580 00:46:38,840 --> 00:46:43,180 anyone that comes and says, how does that relate to how the 581 00:46:43,180 --> 00:46:47,140 brain learns? That's the bottom line. That's the bottom line. 582 00:46:47,380 --> 00:46:54,100 Now, okay, we can swim in this for a while, but I had started 583 00:46:54,100 --> 00:47:02,100 something a while ago. I am so non linear. Look, if any of you 584 00:47:02,100 --> 00:47:07,080 have ADHD students, or you've met an ADHD student, or you are 585 00:47:07,080 --> 00:47:12,360 ADHD Okay, when Kelly, when you talked about that before, about 586 00:47:12,420 --> 00:47:16,800 the kids sticking with one thing, blah, blah, blah, who 587 00:47:16,800 --> 00:47:21,200 thrives the most on interleaving and space repetition are ADHD 588 00:47:21,200 --> 00:47:26,300 kids. They don't want to stick with one thing when school 589 00:47:26,300 --> 00:47:31,940 before has ousted our ADHD kids, because we're trying to get that 590 00:47:31,940 --> 00:47:35,720 square peg in a round hole, we're trying to change the kid 591 00:47:36,620 --> 00:47:43,780 to focus better when, in all reality, ADHD humans have the 592 00:47:43,780 --> 00:47:47,740 best focus. Actually, they're hyper focused, but they're hyper 593 00:47:47,740 --> 00:47:52,660 focused in switch tasking, which is the way the world works. So 594 00:47:52,660 --> 00:47:55,780 we should actually cater our instruction and our environments 595 00:47:55,780 --> 00:48:01,980 in our classrooms to the ADHD brain and train others how to be 596 00:48:01,980 --> 00:48:05,520 able to do this. We're doing the opposite. We're trying to 597 00:48:05,520 --> 00:48:09,540 conform everyone else to the non ADHD brain, when really what we 598 00:48:09,540 --> 00:48:16,440 should be doing is embracing the ADHD brain. I was a very type, a 599 00:48:16,920 --> 00:48:25,040 linear, structured girl. I followed the rules. I did what I 600 00:48:25,040 --> 00:48:29,000 was told. Give me one example, I'll do the rest. I went into 601 00:48:29,000 --> 00:48:32,480 teaching. I had my day, I had my structure. I taught my kids in 602 00:48:32,480 --> 00:48:37,340 that way. Then I realized I was teaching them nothing. It wasn't 603 00:48:37,340 --> 00:48:41,980 working. Always thought I was going to be a girl mom going to 604 00:48:41,980 --> 00:48:47,080 dance competitions, having having my cheerleader following 605 00:48:47,080 --> 00:48:54,700 my steps. Then I had two boys. Boys are not typically type A, 606 00:48:54,760 --> 00:49:01,860 yeah. So this mama was like, everything I do in my life works 607 00:49:01,860 --> 00:49:07,440 against everything I do in my life. So I am no longer 608 00:49:07,440 --> 00:49:12,960 actually, I am so far type A now that I need to reel it in. I 609 00:49:12,960 --> 00:49:16,140 need to reel it in because, like, it's like, you can't walk 610 00:49:16,140 --> 00:49:18,180 through my dining room right now. Have you seen like those 611 00:49:18,180 --> 00:49:23,840 episodes of orders? Anyway? That's besides the point. Let me 612 00:49:23,840 --> 00:49:28,940 back up for a minute, because my point is I can't teach now in a 613 00:49:28,940 --> 00:49:33,200 linear way. It's just not in my nature anymore. When I said to 614 00:49:33,200 --> 00:49:35,960 you what I'm bringing to you today each Saturday, from now 615 00:49:35,960 --> 00:49:41,320 until June, I'm going to be bringing you snippets of the 616 00:49:41,320 --> 00:49:50,320 same stuff, but I want to unveil for you now this year's June 617 00:49:50,380 --> 00:49:52,840 event. If you guys have been around for a while, if you're 618 00:49:52,840 --> 00:49:56,740 new, then this is new for you anyway. But if you guys have 619 00:49:56,740 --> 00:50:02,280 been around for a while, you. Know that every year, annually, 620 00:50:02,280 --> 00:50:07,800 we do a June event, and before COVID, all of them were in 621 00:50:07,800 --> 00:50:12,600 person, and it was a room tons of people, all math educators, 622 00:50:12,600 --> 00:50:17,400 administrators, just the whole thing. It was a whole big one 623 00:50:17,400 --> 00:50:21,260 day party of mathematics with lots of learning and lots of 624 00:50:21,260 --> 00:50:25,280 networking and lots of collaborating, and since COVID, 625 00:50:25,340 --> 00:50:29,300 our June events have always been virtual. They're still great, 626 00:50:29,360 --> 00:50:37,100 not the same flair. Our June event this year, my friends, is 627 00:50:37,100 --> 00:50:46,060 back to in person, so get your plane tickets. Get them right 628 00:50:46,060 --> 00:50:52,780 now. Alright, what I'm going to be doing on Saturday, maths for 629 00:50:52,780 --> 00:51:00,160 free. From now until June, is little samples of the cognitive 630 00:51:00,160 --> 00:51:05,760 science of math. The June event is going to be a full day. Bring 631 00:51:05,760 --> 00:51:10,860 your team. Okay, we've got we're going to be in Grandville, Ohio, 632 00:51:10,920 --> 00:51:15,060 that's close to Newark, Ohio, very close to Central Ohio in 633 00:51:15,060 --> 00:51:20,840 the States. So you're going to want to travel for this. We're 634 00:51:20,840 --> 00:51:26,240 going to have a full day on this topic. You will walk away with 635 00:51:26,240 --> 00:51:30,020 all of the materials, the audios, the resources, the 636 00:51:30,020 --> 00:51:33,980 worksheets, the lessons, the slides, everything you need to 637 00:51:33,980 --> 00:51:41,320 support your implementation of the cognitive science of math in 638 00:51:41,440 --> 00:51:44,320 now, at the bottom of the flyer, it says, in person, Granville, 639 00:51:44,320 --> 00:51:50,020 Ohio, we have not, uh, finished our contract with the location, 640 00:51:50,320 --> 00:51:56,680 so it's not in writing, but it's 98% we we literally have to tie 641 00:51:56,680 --> 00:52:00,300 up the loose ends. It's whole thing. But the event will be 642 00:52:00,300 --> 00:52:07,920 held at the Cheri Valley Lodge. And I'm not sure if their 643 00:52:07,920 --> 00:52:10,260 address is Granville or Newark. It doesn't matter. They're right 644 00:52:10,260 --> 00:52:13,920 beside each other, but the Cheri Valley lodge in licking County, 645 00:52:13,980 --> 00:52:20,360 Ohio, it is a hotel and Event Center. Oftentimes they'll have 646 00:52:20,360 --> 00:52:24,020 weddings there. They have a beautiful courtyard, they've got 647 00:52:24,020 --> 00:52:29,480 a pool. They have a two beautiful living room areas in 648 00:52:29,480 --> 00:52:32,840 the lobby, fireplaces. Not that in June, we're going to be 649 00:52:32,840 --> 00:52:36,800 sitting around the fire drinking hot cocoa, but it's a an amazing 650 00:52:36,800 --> 00:52:43,180 event center, and we have as big of a ballroom as we need to have 651 00:52:43,300 --> 00:52:47,260 based on our registrations, and it's a full day on everything 652 00:52:47,260 --> 00:52:52,600 I'm teaching you now, we are not going to go back to what I did 653 00:52:52,600 --> 00:52:55,840 this morning. We are not going to go back to all of the 654 00:52:56,200 --> 00:53:01,860 convincing and the why and the data and all of that anyone who 655 00:53:01,860 --> 00:53:08,940 registers will get this recording, that we will say you 656 00:53:08,940 --> 00:53:14,160 need to preview this before you come so that you have all of 657 00:53:14,160 --> 00:53:16,980 this information so we don't have to repeat it on that day. 658 00:53:18,180 --> 00:53:23,300 We want to jump right into the structure of the solution. We 659 00:53:23,300 --> 00:53:27,500 don't want to massage the problem all day on this day, so 660 00:53:27,500 --> 00:53:31,340 I put this flyer in the chat, download it, print it out, make 661 00:53:31,340 --> 00:53:35,540 copies. Email it to people, share it. You can actually scan 662 00:53:35,540 --> 00:53:39,680 this QR code right now, if you want to register right now and 663 00:53:39,680 --> 00:53:45,040 jump into it. But I now even my certified coaches here, we've 664 00:53:45,040 --> 00:53:48,040 got Amy Garrison, give us a wave. Krista Ewing, give us a 665 00:53:48,040 --> 00:53:53,440 wave. We've got Teresa. Give us a wave. Cheri, we've already 666 00:53:53,440 --> 00:53:59,260 heard from Sherry, Sherry. Give us a wave. Even our certified 667 00:53:59,260 --> 00:54:03,540 coaches have not heard this yet. This is the unveiling for 668 00:54:03,540 --> 00:54:07,260 everybody. This is this year's June event. We're super excited 669 00:54:07,260 --> 00:54:10,980 about this annual event. What's not on this flyer, which is also 670 00:54:10,980 --> 00:54:17,700 coming, is that evening, for a small extra fee, we are going to 671 00:54:17,700 --> 00:54:23,780 have another micro event dinner for alumni. So anybody that 672 00:54:23,780 --> 00:54:28,220 comes to the June event has also an option to purchase the two 673 00:54:28,220 --> 00:54:32,480 and a half hour dinner training for alumni of minds on math. 674 00:54:32,720 --> 00:54:37,340 From the 15 years that we've been in existence, we've reached 675 00:54:37,340 --> 00:54:41,080 out and surfaced old school districts and teachers that 676 00:54:41,080 --> 00:54:43,540 we've worked with, and we're going to continue to do that up 677 00:54:43,600 --> 00:54:46,780 from now until June, but we're going to have an alumni dinner 678 00:54:46,780 --> 00:54:50,860 training, which is separate from the day training, so you can 679 00:54:50,860 --> 00:54:56,260 either attend both, or you can attend one or the other. And 680 00:54:56,260 --> 00:54:59,860 during that alumni training, we're going to talk about. 681 00:55:00,000 --> 00:55:03,660 Really the evolution of mathematics, teaching and 682 00:55:03,660 --> 00:55:06,840 learning and where we are now and the best next steps. So 683 00:55:07,080 --> 00:55:09,960 we're going to really streamline the whole path of where we've 684 00:55:09,960 --> 00:55:12,720 been, where we are and where we're going, and then just have 685 00:55:12,720 --> 00:55:16,020 an opportunity to maybe meet people that you've been in 686 00:55:16,020 --> 00:55:19,260 trainings with, and it's been years. And so it's just going to 687 00:55:19,260 --> 00:55:22,340 be a nice dinner party, networking, collaborating, 688 00:55:22,400 --> 00:55:26,600 event, and it'll be that same evening at the same location. So 689 00:55:26,600 --> 00:55:33,260 I'm very excited today to unveil that, and I am just thrilled to 690 00:55:33,260 --> 00:55:36,500 bring that to all of you today. Let's see. I'm going to catch up 691 00:55:36,500 --> 00:55:40,040 on the chat here, and you're leaving while you're 692 00:55:41,660 --> 00:55:44,020 Cheri Dotterer: doing that. I just want to say, anybody in 693 00:55:44,020 --> 00:55:47,800 eastern Pennsylvania, Sarah, I know Theresa is not technically 694 00:55:47,800 --> 00:55:51,400 there, but you have to come through Pennsylvania. We can all 695 00:55:51,400 --> 00:55:52,480 carpool together. 696 00:55:53,739 --> 00:55:56,319 Jonily : There you go. Look at that 697 00:56:01,840 --> 00:56:05,460 through this model that includes interleaving and space practice. 698 00:56:06,420 --> 00:56:12,540 Yes, it doesn't matter if kids are absent. I could have kids 699 00:56:12,540 --> 00:56:17,520 missing 40 days a year, and they're going to get exactly 700 00:56:17,520 --> 00:56:20,300 what they need. As a matter of fact, when I partner with 701 00:56:20,300 --> 00:56:23,060 classrooms, because I'm in classrooms every day, every 702 00:56:23,060 --> 00:56:28,100 week, when I partner with classrooms, and it's my 703 00:56:28,100 --> 00:56:30,320 classroom like I'm not the teacher of record, but the 704 00:56:30,320 --> 00:56:33,260 teacher has agreed to partner and collaborate with me, and 705 00:56:33,260 --> 00:56:36,380 then I am infused in that classroom all year, on certain 706 00:56:36,380 --> 00:56:40,660 days, at certain times or certain parts of the year. I am 707 00:56:40,660 --> 00:56:46,120 never in the same classroom more than two days a week for 30 708 00:56:46,120 --> 00:56:51,520 minutes each day. So the way that I plan a year of math now 709 00:56:51,700 --> 00:56:56,260 for any grade level and any classroom, I plan it so that you 710 00:56:56,260 --> 00:56:59,680 can teach all of your standards in two days a week, in 30 711 00:56:59,680 --> 00:57:06,720 minutes each of those days for mastery, and the results that we 712 00:57:06,720 --> 00:57:09,660 get come from that model. Because a lot of times, if I'm 713 00:57:09,660 --> 00:57:12,360 with a teacher one day a week, I'm with certain teachers one 714 00:57:12,360 --> 00:57:15,000 day a week, every Wednesday at the same time, I teach that 715 00:57:15,000 --> 00:57:18,000 teacher's class every single Wednesday at the same time, 716 00:57:18,660 --> 00:57:23,240 depending on the comfort level of the teacher, he or she either 717 00:57:23,720 --> 00:57:27,560 tries to replicate what I do the other days or just says, Look, I 718 00:57:27,560 --> 00:57:32,180 love the one day. Focus on this. But just for my sanity, Joni, 719 00:57:32,180 --> 00:57:35,180 I've just gotta do my other four days the way that I do math, 720 00:57:35,360 --> 00:57:40,780 which may not be the model. As a coach, I've gotta give that 721 00:57:40,840 --> 00:57:43,180 teacher the the flexibility and autonomy that they're 722 00:57:43,180 --> 00:57:47,200 comfortable with. My chameleon coach, meaning I change my 723 00:57:47,200 --> 00:57:50,140 color, I change my outcome, I change my goal, depending on the 724 00:57:50,140 --> 00:57:52,720 teacher that I'm working with, because the last thing we want 725 00:57:52,720 --> 00:57:55,240 we already have a teacher shortage. Last thing I want is 726 00:57:55,240 --> 00:57:58,420 to overwhelm a teacher and have them drive their car off a 727 00:57:58,420 --> 00:58:01,680 cliff. Come on. We've got to customize this for each we've 728 00:58:01,680 --> 00:58:05,460 gotta differentiate the level of implementation for each teacher 729 00:58:05,700 --> 00:58:08,940 and as a service provider and instructional coach, that's what 730 00:58:08,940 --> 00:58:12,720 I do when I go into schools and I customize the model that 731 00:58:12,720 --> 00:58:15,540 matches the teacher's comfort level and personality, because 732 00:58:15,540 --> 00:58:18,360 everybody is different, and it's not fair to dictate that 733 00:58:18,360 --> 00:58:22,160 everybody does The exact same thing. I have a question, yes 734 00:58:22,160 --> 00:58:23,000 question 735 00:58:23,300 --> 00:58:27,140 Unknown: in your model where you're doing all the standards 736 00:58:27,140 --> 00:58:31,520 in two days, 30 minutes, whatever, yep. How does that 737 00:58:31,520 --> 00:58:36,440 work for the kids in the classroom who are on different 738 00:58:36,440 --> 00:58:38,720 levels? Beautiful. 739 00:58:39,080 --> 00:58:43,180 Jonily : All right. Here we go. Kelly, are you ready? Kelly, are 740 00:58:43,180 --> 00:58:52,060 you ready to rock and roll? I am ready. Kelly, I love you. All 741 00:58:52,060 --> 00:58:58,540 right, so here is in the last 30 minutes. Here are the goods. 742 00:59:00,160 --> 00:59:07,500 Okay, here are the goods. Okay, oh my gosh, there's so many 743 00:59:07,500 --> 00:59:12,480 answers to your question. Okay, we have the entire model mapped 744 00:59:12,480 --> 00:59:15,900 out. We have everything. We have the whole course. We have 745 00:59:16,080 --> 00:59:20,180 everything that you can follow scripted. I am not giving you 746 00:59:20,180 --> 00:59:24,440 everything today. I'm going to give you one example. What I'm 747 00:59:24,440 --> 00:59:32,180 also going to give you today is you can actually purchase a 748 00:59:32,180 --> 00:59:39,020 bundle for $40 today. Don't do it now, because I haven't even 749 00:59:39,020 --> 00:59:42,700 told you what's in it. Don't just blindly do this. You can 750 00:59:42,700 --> 00:59:56,200 purchase a bundle today for $40 that shows you the exact first 751 00:59:56,200 --> 01:00:02,100 five days of implementation. Not only. Is it the first five days? 752 01:00:02,460 --> 01:00:06,540 Let me show you what you're going to get. You're going to 753 01:00:06,540 --> 01:00:11,520 get a link to this Google Drive, because what we actually have at 754 01:00:11,520 --> 01:00:16,440 one level is called the 15 day formula. So we actually venture 755 01:00:16,440 --> 01:00:20,460 to say in 15 days, and they don't have to be consecutive 756 01:00:20,460 --> 01:00:25,700 days. In 15 days you can do this. So we have a 15 day 757 01:00:25,700 --> 01:00:32,120 formula, then we have the 15 day formula cycles we create, then a 758 01:00:32,120 --> 01:00:37,940 60 day formula, and then we have what your question is, Kelly, 759 01:00:38,000 --> 01:00:41,680 that is like, how do you make this all fit in your whole year, 760 01:00:41,740 --> 01:00:45,160 okay, but that's too much to answer today. What I'm going to 761 01:00:45,160 --> 01:00:49,660 share with you today is day one. I'm going to share with you what 762 01:00:49,660 --> 01:00:55,060 one day looks like, and if you and I'm going to share that 763 01:00:55,060 --> 01:00:58,120 right now for free, but if you want to purchase the bundle, you 764 01:00:58,120 --> 01:01:01,680 can click on that link, pay the $40 it's not an automatic 765 01:01:01,680 --> 01:01:05,400 download. You'll get it within 24 hours, but you'll get this 766 01:01:05,400 --> 01:01:12,240 Google link that has audio lessons of me, yours truly, 767 01:01:12,660 --> 01:01:17,520 teaching day one in a second, third and seventh grade 768 01:01:17,520 --> 01:01:22,880 classroom. Now there are more audios than this, but these are 769 01:01:22,880 --> 01:01:26,360 the ones that I literally just did last week, because I always 770 01:01:26,360 --> 01:01:31,760 like to stay fresh, relevant and current. Now, if you are a sixth 771 01:01:31,760 --> 01:01:34,520 grade teacher and you're like, Oh, I'm out, there's nothing for 772 01:01:34,520 --> 01:01:38,720 me. No, you don't understand. It's the same it's the same 773 01:01:38,720 --> 01:01:42,880 task. It's the same task. If you're a sixth grade teacher, 774 01:01:43,000 --> 01:01:47,860 listen to all three. If you're a high school teacher, listen to 775 01:01:47,860 --> 01:01:53,380 all three. Okay, you're also going to get day two in the 776 01:01:53,380 --> 01:01:56,440 third and the seventh grade classroom. And also, I'm going 777 01:01:56,440 --> 01:01:58,720 to add this in. I didn't, but you're also going to get day 778 01:01:58,720 --> 01:02:03,000 three for the seventh grade classroom. You're also going to 779 01:02:03,000 --> 01:02:06,900 get some additional audio lessons that are from other days 780 01:02:06,900 --> 01:02:11,520 that are just really good models of this. You'll get three or 781 01:02:11,520 --> 01:02:14,340 four of those audio lessons. You're going to get fourth 782 01:02:14,340 --> 01:02:17,820 grade, fifth grade and high school there, since you don't 783 01:02:17,820 --> 01:02:23,360 have those here, what you're also going to get are the slide 784 01:02:23,360 --> 01:02:27,020 decks that I'm going to show you right now, that I'm going to 785 01:02:27,020 --> 01:02:31,820 teach on. So this that I'm showing you right now, that 786 01:02:31,820 --> 01:02:36,320 you'll get in that bundle is the first five days of what we call 787 01:02:36,320 --> 01:02:43,900 the 15 day formula. And if I want all standards to happen all 788 01:02:43,900 --> 01:02:47,980 at once, interleaving space, practice everything that I've 789 01:02:47,980 --> 01:02:51,700 mentioned. The other thing that I didn't mention is we have to 790 01:02:51,700 --> 01:02:54,940 boil math. I did mention at the beginning, we have to boil math 791 01:02:54,940 --> 01:02:58,000 down into the essentials. You remember my three F's, love me 792 01:02:58,000 --> 01:03:03,780 some F words, factors, function, fraction. So what we've done is 793 01:03:03,780 --> 01:03:06,360 we've analyzed all the math standards, preschool through 794 01:03:06,360 --> 01:03:08,760 high school, and we've said these ones are essential. We've 795 01:03:08,760 --> 01:03:11,160 also done surveys with teachers. You don't care about all that 796 01:03:11,160 --> 01:03:16,560 boring stuff, but I need you to trust me that what is selected 797 01:03:16,560 --> 01:03:21,080 here is the most essential, most important that leverages all 798 01:03:21,080 --> 01:03:24,860 other content. So on day one, here's what I did on day one. 799 01:03:24,980 --> 01:03:30,560 And this is in January. So on day one, I showed this to my 800 01:03:30,560 --> 01:03:34,460 second graders, third graders, seventh graders. Now let me give 801 01:03:34,460 --> 01:03:38,000 you some context. The second third graders I've been working 802 01:03:38,000 --> 01:03:43,240 with since the beginning of the year, one of those classes I've 803 01:03:43,240 --> 01:03:47,260 been working with for a couple years now, the seventh graders I 804 01:03:47,260 --> 01:03:51,580 just met four days ago. This is a brand new group in a brand new 805 01:03:51,580 --> 01:03:56,980 school that I just started this model randomly on Wednesday. So 806 01:03:56,980 --> 01:04:01,800 my second graders had never seen this symbol, and the seventh 807 01:04:01,800 --> 01:04:04,140 graders, I didn't know if they would have ever seen this symbol 808 01:04:04,140 --> 01:04:09,900 or not. Now, the square root symbol doesn't really explicitly 809 01:04:09,960 --> 01:04:12,960 state in the standards until grade eight. First of all, 810 01:04:12,960 --> 01:04:17,100 that's our biggest problem with deficits in mathematics about 811 01:04:17,160 --> 01:04:23,000 the standards. But don't let me get on that box right now. So so 812 01:04:23,000 --> 01:04:26,660 don't dismiss this. If you have a group of kids in fourth grade 813 01:04:26,660 --> 01:04:30,500 and you're like, Okay, I need a different stimulus, because I 814 01:04:30,500 --> 01:04:33,800 can't show them that. Yeah, no, you have to trust the system. 815 01:04:34,040 --> 01:04:40,040 Trust the system. You show this randomly out of context that is 816 01:04:40,040 --> 01:04:46,360 part of interleaving, and you propose to them to tell you 817 01:04:46,360 --> 01:04:50,560 about what they see. So what I did in the second grade, third 818 01:04:50,560 --> 01:04:53,380 grade, seventh grade, and you'll hear this on the audios. If you 819 01:04:53,380 --> 01:04:55,720 purchase the bundle, you'll get the audios, and you'll hear me 820 01:04:55,720 --> 01:04:59,380 do this, and you'll hear me do it different ways with different 821 01:04:59,380 --> 01:05:02,820 grade level. That's why you need to listen to all of them. And 822 01:05:02,820 --> 01:05:06,240 I'll say to them, tell me about this. Tell me about now, the 823 01:05:06,240 --> 01:05:08,640 kids that I've been working with, you're going to hear third 824 01:05:08,640 --> 01:05:10,860 graders, and they're going to be like, that square root, and 825 01:05:10,860 --> 01:05:13,500 you're going to be like, how the flip do they know that? And what 826 01:05:13,500 --> 01:05:18,180 is she doing to possess these kids? My third graders are 827 01:05:18,240 --> 01:05:21,140 they're a group that I've worked with for two years now, so 828 01:05:21,140 --> 01:05:25,340 they're very comfortable with square root. Okay. Now my second 829 01:05:25,340 --> 01:05:30,260 graders, they were, like, freaked. Okay, you'll hear in 830 01:05:30,260 --> 01:05:33,560 the second grade audios how I handle that and then what I 831 01:05:33,560 --> 01:05:38,780 relate it to. My second graders have done a problem this year 832 01:05:38,840 --> 01:05:43,300 called the pizza problem. A pizza company makes square 833 01:05:43,300 --> 01:05:48,160 pizzas. Let's make squares. I give them blocks. They make 834 01:05:48,160 --> 01:05:52,180 squares. They draw squares on paper. What math questions can 835 01:05:52,180 --> 01:05:57,220 we create? What numbers make squares? If you purchase the 836 01:05:57,220 --> 01:06:03,180 bundle, you must listen to the second grade class, and we and 837 01:06:03,180 --> 01:06:07,440 us talking about square roots, because they are relating this 838 01:06:07,440 --> 01:06:10,380 to Pizza problem, and they're talking about pizza problem and 839 01:06:10,380 --> 01:06:14,220 numbers make squares. And a couple of the second graders on 840 01:06:14,280 --> 01:06:19,320 audio, as we were just exploring and playing and having 841 01:06:19,320 --> 01:06:25,520 conversation, a couple of the second graders said, I think all 842 01:06:25,580 --> 01:06:30,500 of the even numbers that makes I'm sorry she's she said, I 843 01:06:30,560 --> 01:06:38,660 think that all numbers that are even make squares. She created a 844 01:06:38,660 --> 01:06:44,500 conjecture. So we took her statement. We've got her 845 01:06:44,500 --> 01:06:49,600 statement. We did not prove or disprove it. I just brought it 846 01:06:49,600 --> 01:06:54,280 to the class and said, Hey guys, we have this statement. We don't 847 01:06:54,280 --> 01:06:57,160 know if it's true. In math, I like to play a game called 848 01:06:57,160 --> 01:06:59,980 always, sometimes never. This could always be true. It could 849 01:06:59,980 --> 01:07:04,200 never be true? It could sometimes be true, but ally says 850 01:07:05,340 --> 01:07:14,100 that all even numbers can make squares, and then we didn't 851 01:07:14,100 --> 01:07:16,740 really explore it. It was about the end of class, but I want you 852 01:07:16,740 --> 01:07:23,840 to listen to that in that second grade audio, because my second 853 01:07:23,840 --> 01:07:27,140 graders had an advantage. They had never seen this symbol or 854 01:07:27,140 --> 01:07:29,780 anything, but they have had experience with the pizza 855 01:07:29,780 --> 01:07:33,560 problem just making squares. So if you decide you know what, 856 01:07:33,560 --> 01:07:37,100 before I do day one, I want my kids to play with the square 857 01:07:37,100 --> 01:07:41,860 pizza problem and make squares. You could do that. Then, when we 858 01:07:41,860 --> 01:07:44,620 say, Okay, tell me about this thing, I will then explicitly 859 01:07:44,620 --> 01:07:47,920 and directly say to them, this symbol is called a square root 860 01:07:47,920 --> 01:07:50,320 symbol. You don't need to remember that. You don't need to 861 01:07:50,320 --> 01:07:54,040 remember it at all. But what it means is, there's this check 862 01:07:54,040 --> 01:07:59,200 mark, and then this line here that is a side length of a 863 01:07:59,200 --> 01:08:06,300 square okay, friends, there. We want to check the side length of 864 01:08:06,300 --> 01:08:10,080 a square. And that's how I talk through this symbol. We want to 865 01:08:10,080 --> 01:08:16,320 check the side length of this square, because if this is the 866 01:08:16,320 --> 01:08:21,860 side length of a square, and I make a square, if I make a 867 01:08:21,860 --> 01:08:26,180 square and I can actually draw a square over top of this, what 868 01:08:26,180 --> 01:08:32,240 this symbol tells me is that my square pizza has 50 pieces 869 01:08:32,300 --> 01:08:33,380 inside. 870 01:08:35,299 --> 01:08:40,539 Now, kids, let's make that square pizza, because the square 871 01:08:40,539 --> 01:08:47,739 root says, What is the side length of a square pizza with 50 872 01:08:47,739 --> 01:08:51,639 pieces of pizza? So then I give them grid paper, I give them 873 01:08:51,639 --> 01:08:56,619 blocks. I give them exactly 50 blocks, and we the goal is to 874 01:08:56,619 --> 01:09:01,559 make a square my kindergartners can do this. My high schoolers 875 01:09:01,559 --> 01:09:06,659 can do this. It is appropriate and necessary for everyone. 876 01:09:08,459 --> 01:09:11,279 Cheri Dotterer: Generally, I put the link to the pizza problem 877 01:09:11,279 --> 01:09:13,079 ebook in the chat, 878 01:09:13,320 --> 01:09:16,140 Jonily : fantastic. Hey, we're just upselling you everything 879 01:09:16,140 --> 01:09:17,280 today. What 880 01:09:17,280 --> 01:09:19,380 Cheri Dotterer: is the pizza problem? Ebook, it has the first 881 01:09:19,380 --> 01:09:23,000 seven interactions of the pizza problem that you can do with 882 01:09:23,000 --> 01:09:23,480 kids. 883 01:09:24,740 --> 01:09:28,760 Jonily : I know you all are like, Oh my gosh, I could go 884 01:09:28,760 --> 01:09:31,760 next week and totally just, if you told me what to do every 885 01:09:31,760 --> 01:09:37,040 single day, I would just do it. And that's not the best first 886 01:09:37,040 --> 01:09:44,800 step. Okay, ease into this bad boy. We do have the program now 887 01:09:44,860 --> 01:09:48,280 Cheri. Could put an Cheri put the link in the chat. I'm going 888 01:09:48,280 --> 01:09:52,300 to tell you guys to ignore it, but put the link in the chat for 889 01:09:52,300 --> 01:09:58,660 tier one interventions, because we do have the entire course the 890 01:09:58,660 --> 01:10:04,140 tasks that we use. Issues boil down to our Dirty Dozen. There 891 01:10:04,140 --> 01:10:08,220 are 12 tasks. If everyone preschool through high school 892 01:10:08,220 --> 01:10:12,480 uses these same 12 tasks, that's it. There's 12 of them. You can 893 01:10:12,480 --> 01:10:16,980 teach all of your standards and more, and be able to teach all 894 01:10:16,980 --> 01:10:21,320 of your content in 60 days or less each school year. So this 895 01:10:21,320 --> 01:10:26,660 works very nicely. If you have a textbook resource that you 896 01:10:26,720 --> 01:10:30,320 guarantee your principal told you you have to teach every page 897 01:10:30,320 --> 01:10:37,700 of, okay, you can still do that and this. So if Cheri, if you 898 01:10:37,700 --> 01:10:41,500 put in so you put in the pizza problem ebook, that's another 899 01:10:41,500 --> 01:10:49,060 little upsell there. Now we do have the entire course. It's a 900 01:10:49,060 --> 01:10:53,560 year long process. When you purchase this course, you get 901 01:10:53,560 --> 01:10:57,040 once a month, live training. Next Saturday is actually our 902 01:10:57,040 --> 01:11:01,200 first of this 12 month process. If your school district has 903 01:11:01,200 --> 01:11:05,160 money, and you can go back this week and be like, I want the 904 01:11:05,160 --> 01:11:10,860 entire course, the mere sorry, the mastery, math method, entire 905 01:11:10,860 --> 01:11:16,200 course, tier one interventions, is, I can't remember how much 906 01:11:16,200 --> 01:11:19,740 it's like, 1400 and some dollars, but what that will get 907 01:11:19,740 --> 01:11:24,200 you is we actually launch our new cohort group next Saturday. 908 01:11:24,500 --> 01:11:28,400 We do a once a month, two and a half hour live session. If you 909 01:11:28,400 --> 01:11:32,120 can't go, everything's recorded. It's uploaded into that module. 910 01:11:32,360 --> 01:11:35,120 You get all of the previous modules. So you get all of the 911 01:11:35,120 --> 01:11:38,660 recordings. You get the entire course, plus for 12 months and 912 01:11:38,660 --> 01:11:44,260 an entire year. You get a live training with Cheri and I as 913 01:11:44,260 --> 01:11:48,640 well. Cheri I Cheri by trade, occupational therapist, 914 01:11:48,640 --> 01:11:53,500 neuroscience expert. So when Cheri and I collided, I as the 915 01:11:53,500 --> 01:11:57,460 math expert, education expert, Cheri as the occupational 916 01:11:57,460 --> 01:12:01,860 therapist, neuroscience, brain based expert, medical expert, 917 01:12:01,980 --> 01:12:04,860 Cheri worked with stroke victims, so she worked in adult 918 01:12:04,860 --> 01:12:08,160 therapy early in her career, and then school based therapy, 919 01:12:08,160 --> 01:12:11,460 occupational therapy, the second half of her career. And when our 920 01:12:11,460 --> 01:12:17,220 worlds collided, my model for mathematics exploded, because 921 01:12:17,220 --> 01:12:21,860 now it's it was directed to cognitive science before, but 922 01:12:21,860 --> 01:12:25,820 now it's grounded in neuroscience. So Cheri and I 923 01:12:25,820 --> 01:12:29,000 partner on a lot of this, and Cheri and I partner on the tier 924 01:12:29,000 --> 01:12:32,840 one interventions, the mastery math. So if your school district 925 01:12:32,840 --> 01:12:36,980 has an extra 1400s to drop, you can start with us next Saturday. 926 01:12:36,980 --> 01:12:41,140 It's a 12 month membership. If you've got five or more people, 927 01:12:41,320 --> 01:12:44,080 email me, we'll get you a discount on it. If you want to 928 01:12:44,080 --> 01:12:46,900 bring five or more people, we'll get you a discount on that for 929 01:12:47,020 --> 01:12:47,680 generally. 930 01:12:47,680 --> 01:12:50,380 Cheri Dotterer: Just so everybody is aware, I put two 931 01:12:50,380 --> 01:12:54,160 links in the chat underneath the pizza problem ebook. The reason 932 01:12:54,160 --> 01:13:00,480 for that is the course is you'll get lifetime access to it, so as 933 01:13:00,480 --> 01:13:05,100 long as we have this platform up and moving, you will have access 934 01:13:05,100 --> 01:13:09,960 to it. The coaching is a separate fee. Just logistically 935 01:13:09,960 --> 01:13:13,380 in the system, we had to break it down and make it a separate 936 01:13:13,380 --> 01:13:18,180 fee. You will see two prices there. If you want the 937 01:13:18,180 --> 01:13:21,500 conversations with Joni and I that one time a month that Joni 938 01:13:21,500 --> 01:13:26,360 just talked about, you need to get the coaching part as well as 939 01:13:26,360 --> 01:13:30,980 the courses themselves. Just it was a technical thing to create 940 01:13:30,980 --> 01:13:36,620 the bundle. The question, if you look at the courses, if you just 941 01:13:36,620 --> 01:13:40,420 go on to the all the courses for disability labs, and you see all 942 01:13:40,420 --> 01:13:45,700 the dark parts to it, all the dark things with the squares on 943 01:13:45,700 --> 01:13:51,760 it. There's a question there. How does automaticity and 944 01:13:51,760 --> 01:13:56,140 pattern recognition support? Answered by the locker problem. 945 01:13:56,140 --> 01:14:00,300 I didn't say it exactly correctly, but so we've gone 946 01:14:00,300 --> 01:14:06,000 through, and we've analyzed each one of those tasks that Jonily 947 01:14:06,000 --> 01:14:11,280 talks about, and we've aligned them with what it means 948 01:14:12,000 --> 01:14:20,180 neurologically and how it that particular problem fits The math 949 01:14:20,180 --> 01:14:25,820 standards. Joni has taken a lot of time to identify which math 950 01:14:25,820 --> 01:14:32,180 standards are from K through 12th grade go with every single 951 01:14:32,180 --> 01:14:35,960 one of those problems. The reason I talk about the locker 952 01:14:35,960 --> 01:14:40,220 problem is because my personal opinion is it helps OTS 953 01:14:40,220 --> 01:14:45,460 understand the math situations much better than starting out 954 01:14:45,460 --> 01:14:49,600 with the pizza problem. For you as math teachers, you need to 955 01:14:49,600 --> 01:14:53,320 start at the pizza problem and work your way out. So I talk 956 01:14:53,320 --> 01:14:56,800 about the locker problem a lot more because I'm talking to OTS. 957 01:14:59,020 --> 01:15:01,680 Jonily : Michelle. I love you. Your comment in here, my 958 01:15:01,680 --> 01:15:08,580 favorite quote from science of reading you guys, beneficial for 959 01:15:08,580 --> 01:15:16,080 all, essential for some. We've not ever done that in 960 01:15:16,080 --> 01:15:21,920 mathematics. We've we've tried, and we've made some transition, 961 01:15:21,920 --> 01:15:26,780 and we've made some gains, but if we want significant scale, 962 01:15:27,680 --> 01:15:30,500 this is the way to do it. So let me go back to sharing my screen. 963 01:15:30,500 --> 01:15:34,160 I'm going to share with you a little more than than this, 964 01:15:34,160 --> 01:15:38,540 because I ended up skipping this with all three of the levels. 965 01:15:38,540 --> 01:15:42,700 This is in day one, but I skipped it because I'm I do a 966 01:15:42,700 --> 01:15:47,140 lot of responsive teaching. And day one after the square root 967 01:15:47,140 --> 01:15:52,120 problem, I decided it was better to go to a quick dot, because 968 01:15:52,180 --> 01:15:55,000 the square root was a little intense, especially for my new 969 01:15:55,000 --> 01:15:58,060 group of seventh graders, and I didn't want to freak them out. I 970 01:15:58,060 --> 01:16:00,660 wanted to get them back to a little bit of a comfort level 971 01:16:00,660 --> 01:16:04,380 and an access point. So what happened was, I said, I'm going 972 01:16:04,380 --> 01:16:07,080 to show you a quick dot. A quick.is I show you for quickly, 973 01:16:07,080 --> 01:16:10,800 for a few seconds, take it away. I show them this quick dot for 974 01:16:10,800 --> 01:16:15,540 about four seconds, I take it away. How many dots? Kids love 975 01:16:15,540 --> 01:16:20,300 quick dots. Love, love. Then we analyze. How were the dots 976 01:16:20,300 --> 01:16:25,580 arranged. How did you see them? Tell me about this. And then, if 977 01:16:25,580 --> 01:16:30,740 that quick dot was stage three of a pattern. Tell me about the 978 01:16:30,740 --> 01:16:33,740 pattern. What you're going to hear on the audio recordings 979 01:16:33,740 --> 01:16:38,840 that I do this purple X is you're going to hear all of 980 01:16:38,840 --> 01:16:42,400 these math standards come out, we're going to start to talk 981 01:16:42,400 --> 01:16:44,980 about linear, non linear function. We're going to start 982 01:16:44,980 --> 01:16:49,000 to talk about chunks versus overlaps versus dots, how the 983 01:16:49,000 --> 01:16:53,200 stage number relates. We're going to talk about how to 984 01:16:53,200 --> 01:16:57,340 figure out how many chunks or dots in the 100th stage. And 985 01:16:57,340 --> 01:17:00,300 then what you're also going to hear. And then I skipped around, 986 01:17:00,600 --> 01:17:05,880 so you'll have this information in your slide deck. But I 987 01:17:05,880 --> 01:17:11,040 skipped around, and what I did was responsively. I went to 988 01:17:11,040 --> 01:17:15,960 Penny jar, which is similar to a quick dot, but Penny jar is a 989 01:17:15,960 --> 01:17:21,140 little easier to see the pattern for kids. So we connected. We 990 01:17:21,140 --> 01:17:24,380 made a lot of connections. There. You'll see that I skipped 991 01:17:24,380 --> 01:17:27,800 around a little bit in my days, but then when I went back on day 992 01:17:27,800 --> 01:17:34,460 two, boom, we got right back into the slide deck. Now let me 993 01:17:34,460 --> 01:17:39,620 show you what I did on day two this okay, if you are not 994 01:17:39,620 --> 01:17:44,260 implementing division in the way that I'm about to tell you, you 995 01:17:44,260 --> 01:17:48,640 are missing out on a deep opportunity. Here we go. You 996 01:17:48,640 --> 01:17:50,980 ready for this teaching? You ready? Kelly, 997 01:17:54,760 --> 01:17:57,280 Cheri Dotterer: that's okay. Jonily, just before you go on 998 01:17:57,280 --> 01:18:00,040 when you're talking about division, yeah, I put in the 999 01:18:00,040 --> 01:18:04,560 link to tier one interventions podcast episode that went out 1000 01:18:04,560 --> 01:18:08,100 this week on division. So it's also in the chat. 1001 01:18:08,340 --> 01:18:11,100 Unknown: Cheri, oh my gosh, 1002 01:18:11,520 --> 01:18:14,100 awesome, because I'm getting ready to do division with my 1003 01:18:14,100 --> 01:18:16,560 kids next week. See, 1004 01:18:16,560 --> 01:18:24,140 Jonily : this is why I need Cheri, I am a highly functional 1005 01:18:24,140 --> 01:18:27,980 adult. Don't get me wrong, I make a lot of stuff happen 1006 01:18:29,600 --> 01:18:34,760 better than most people, but I do not attend to detail 1007 01:18:34,760 --> 01:18:41,980 whatsoever. Cheri, you are so brilliant. Because yes, Cheri, 1008 01:18:41,980 --> 01:18:48,280 How can I forget on the seventh, the podcast dropped, watch it on 1009 01:18:48,280 --> 01:18:54,100 YouTube. Can subscribe, guys, but I totally forgot that on the 1010 01:18:54,100 --> 01:18:56,920 seventh, what I'm about to tell you right now is an entire 1011 01:18:56,920 --> 01:19:02,880 podcast for free. Watch it on YouTube. Can subscribe. Actually 1012 01:19:02,880 --> 01:19:07,080 click that link, that YouTube link, copy that link, send it to 1013 01:19:07,140 --> 01:19:12,420 20 people this weekend, tell them to watch and listen to this 1014 01:19:12,420 --> 01:19:18,960 podcast on YouTube and subscribe. Come on, do it. We'll 1015 01:19:18,960 --> 01:19:24,020 pay you. No, I'm just kidding. We won't pay you. Okay. Oh, I 1016 01:19:24,020 --> 01:19:27,560 forgot to tell you, if you really do want to jump into the 1017 01:19:27,560 --> 01:19:31,100 entire tier one interventions course next Saturday, and drop 1018 01:19:31,100 --> 01:19:34,040 that boatload of money, and you even want to bring your team and 1019 01:19:34,040 --> 01:19:36,740 get a discount, and we can work with you this week to get it all 1020 01:19:36,740 --> 01:19:39,980 situated. And I know POS purchase orders and everything 1021 01:19:39,980 --> 01:19:42,160 take time. So if you get approval, but you don't have 1022 01:19:42,160 --> 01:19:45,280 your purchase order yet, you can come in and start to join, 1023 01:19:45,340 --> 01:19:47,620 because we know that that process takes time. We'll work 1024 01:19:47,620 --> 01:19:53,860 with you on it. But if you sign up for the $1,400.12 month 1025 01:19:53,920 --> 01:19:57,760 bundle, we'll give you your registration for the June event 1026 01:19:57,760 --> 01:20:02,940 for free. Mm. $450 registration to the June event that I put the 1027 01:20:02,940 --> 01:20:07,260 flyer. We'll just add that in. Included registration for the 1028 01:20:07,260 --> 01:20:11,400 June event, absolutely free if you purchase the today's tier 1029 01:20:11,400 --> 01:20:17,460 one intervention bundle. Alright, what's happening here? 1030 01:20:17,460 --> 01:20:24,200 I'm teaching you, I get caught up. Okay? The pure essence of 1031 01:20:24,200 --> 01:20:32,600 division is skip counting. Division is skip counting. This 1032 01:20:32,600 --> 01:20:38,180 division symbol says I'm going to skip count. I'm going to 1033 01:20:38,180 --> 01:20:41,980 divide up my counts into equal parts. I'm going to skip count 1034 01:20:42,520 --> 01:20:46,420 by the second number, zero, decimal five. I'm going to skip 1035 01:20:46,420 --> 01:20:52,720 count by zero, decimal five, to land on eight. Decimal five, 1036 01:20:53,080 --> 01:20:57,940 decimal 511, decimal 522, decimal five. Okay, so I'm skip 1037 01:20:57,940 --> 01:21:01,320 counting by 50 cents. I'm skip counting by one half. However, 1038 01:21:01,320 --> 01:21:08,700 whatever, how many of those skip counts? Does it take to land on 1039 01:21:09,060 --> 01:21:15,180 eight decimal five? This works with every division problem, 1040 01:21:16,140 --> 01:21:22,160 with every type of number. Now Kelly and Kathy, I'm going to go 1041 01:21:22,160 --> 01:21:26,540 back to what you had mentioned earlier about having kids 1042 01:21:26,540 --> 01:21:31,220 exposed to lots of different strategies. I agree with that, 1043 01:21:31,820 --> 01:21:37,640 but there's a more powerful level. The more powerful level 1044 01:21:38,540 --> 01:21:46,420 is a transitional level, meaning there are certain strategies for 1045 01:21:46,420 --> 01:21:53,920 operations that transfer easier into different number systems. 1046 01:21:54,340 --> 01:21:58,900 For example, with division, there's lots of different ways 1047 01:21:58,900 --> 01:22:03,420 to do division. There's the way that you make division fraction, 1048 01:22:03,420 --> 01:22:07,380 or the way that you do groups of or number in each group, or all 1049 01:22:07,380 --> 01:22:11,760 of those strategies are important, but the transferable 1050 01:22:11,760 --> 01:22:16,500 way has the most impact. There's always one strategy that 1051 01:22:16,500 --> 01:22:23,900 transfers for all kids, and they're always triggered by that 1052 01:22:23,900 --> 01:22:28,580 one strategy in a good way, and that is the bottom line. 1053 01:22:28,640 --> 01:22:32,720 Division is skip counting. Now how they skip count can be 1054 01:22:32,720 --> 01:22:35,900 differentiated, but the bottom line is, division is skip you 1055 01:22:35,900 --> 01:22:38,600 start with this number and you skip count to this number. If I 1056 01:22:38,600 --> 01:22:43,180 have six divided by a half, I skip count by halves to land on 1057 01:22:43,180 --> 01:22:50,920 six. Now, if I have 231 divided by seven, I'll put that in the 1058 01:22:50,920 --> 01:22:59,560 chat. 231 divided by seven, same thing. You skip count by sevens 1059 01:22:59,560 --> 01:23:03,240 to land on 231 and what some of you are going to say is, yeah, 1060 01:23:03,240 --> 01:23:10,620 that's not efficient. My goal is not efficiency. My goal right 1061 01:23:10,620 --> 01:23:15,480 now is for kids to just understand, Oh, crap, that's a 1062 01:23:15,480 --> 01:23:20,480 lot of skip counts. That's all I want them to care about. I don't 1063 01:23:20,480 --> 01:23:24,020 even care that they know exactly how many, because then what I'm 1064 01:23:24,020 --> 01:23:26,300 going to do is I'm going to say, okay, then how can we 1065 01:23:26,300 --> 01:23:30,260 efficiently skip count? Gosh, with seven, if I could get to 1066 01:23:30,260 --> 01:23:35,540 70, I could skip count by 70s. Oh gosh, that gets me to 210, 1067 01:23:36,620 --> 01:23:40,160 then I have 21 left over, which happens to be a multiple of 1068 01:23:40,160 --> 01:23:45,640 seven. I'm not facilitating this very well at all, but the bottom 1069 01:23:45,640 --> 01:23:50,860 line is, every time we see division, it's a skip counting 1070 01:23:50,860 --> 01:23:56,680 to land on a number, and that you needs to be universal, as 1071 01:23:56,680 --> 01:24:04,620 we're teaching as the transferable strategy. Same goes 1072 01:24:04,620 --> 01:24:07,800 with subtraction. I won't get into subtraction. That podcast 1073 01:24:08,040 --> 01:24:15,000 will come out next week. Now, the reason I say that is my 1074 01:24:15,000 --> 01:24:18,360 third graders, if you listen to the third grade audio, day two, 1075 01:24:18,360 --> 01:24:22,340 if you purchase the bundle for $40 and you listen to the third 1076 01:24:22,340 --> 01:24:26,780 grade audio. What we were doing at the third grade level on day 1077 01:24:26,780 --> 01:24:32,000 two was we were creating a square, because we went back to 1078 01:24:32,000 --> 01:24:36,020 square pizza, and we were creating a square, that's a 50 1079 01:24:36,020 --> 01:24:39,560 by 50. And we were trying to figure out how many pieces of 1080 01:24:39,560 --> 01:24:46,240 pizza were in that and so I so they know also that 1081 01:24:46,240 --> 01:24:49,900 multiplication is rectangle. They know when they look at the 1082 01:24:49,900 --> 01:24:52,780 square pizza 50 by 50, they know they're doing the multiplication 1083 01:24:52,780 --> 01:24:55,900 problem 50 times 50. They know they're finding the area of that 1084 01:24:55,900 --> 01:24:59,080 square. Now third graders, we only focus on single digit 1085 01:24:59,080 --> 01:25:02,160 multiplication. My third graders, they don't know double 1086 01:25:02,160 --> 01:25:05,700 digit multiplication, but they can access it because they know 1087 01:25:05,700 --> 01:25:08,760 multiplication is rectangle. When I said to my kids, okay 1088 01:25:08,760 --> 01:25:11,700 with 50 times 50, what's my skip counting number? My skip 1089 01:25:11,700 --> 01:25:15,120 counting number is 50, and then I said, How many times? And 1090 01:25:15,120 --> 01:25:20,600 they're like, oh, 50. And my one little guy, the oh my gosh, the 1091 01:25:20,600 --> 01:25:25,040 cutest little, chunkiest fellow ever said, Yeah, I'm not doing 1092 01:25:25,040 --> 01:25:32,000 that. I think you hear him on the audio saying that, but I 1093 01:25:32,000 --> 01:25:35,120 love about what he said was, and I had him say it to the whole 1094 01:25:35,120 --> 01:25:38,660 class. I said, I love that you said that, Dylan, because here's 1095 01:25:38,660 --> 01:25:42,700 why, because you have the concept that skip counting by 1096 01:25:42,760 --> 01:25:47,920 5050, times is not worth your time right now. That is a 1097 01:25:47,920 --> 01:25:52,900 mathematical understanding that you can't teach and you can 1098 01:25:52,900 --> 01:25:56,980 facilitate it. You can ground kids in experiences where 1099 01:25:56,980 --> 01:26:00,420 they're going to refuse to do it because they know it's too many 1100 01:26:00,420 --> 01:26:03,480 skip counts, then the point becomes but we still have to 1101 01:26:03,480 --> 01:26:06,600 figure out how many pieces of pizza. So how can we do it more 1102 01:26:06,600 --> 01:26:10,320 efficiently than skip counting by 5050, times? And then we 1103 01:26:10,320 --> 01:26:13,080 don't have to answer that question, but I just want kids 1104 01:26:13,080 --> 01:26:16,080 to know that there is a more efficient way to do it. We're 1105 01:26:16,080 --> 01:26:20,240 just not going to do it today. But then I have kids like skip 1106 01:26:20,240 --> 01:26:23,120 counting by 50, because they want to know there's no harm in 1107 01:26:23,120 --> 01:26:26,960 that. What's the harm in kids skip counting by 50 if they want 1108 01:26:26,960 --> 01:26:32,660 to. That gives you a little glimpse of part of one of the 1109 01:26:32,660 --> 01:26:36,140 models, and if you get the bundle, you'll get the audio 1110 01:26:36,140 --> 01:26:40,240 recordings for the first two days. I need to add in day three 1111 01:26:40,240 --> 01:26:42,760 for seventh grade, because it was actually really good. I want 1112 01:26:42,760 --> 01:26:47,080 you guys to have it, and then you'll get day four and five. 1113 01:26:47,140 --> 01:26:49,660 Also, you won't get the audios for those, but you'll get the 1114 01:26:49,660 --> 01:26:51,880 slide decks for day four and five so that you can see the 1115 01:26:51,880 --> 01:26:56,440 other tasks and stimulus. But if we go back to where we started 1116 01:26:56,440 --> 01:27:04,800 today, the science of math is coming. It's going to be 1117 01:27:04,800 --> 01:27:12,840 presented to you by either some someone that has no idea about 1118 01:27:13,320 --> 01:27:19,860 being in a classroom with children, or it's going to come 1119 01:27:19,860 --> 01:27:25,760 to you from somebody that has no idea the science behind how the 1120 01:27:25,760 --> 01:27:31,820 brain learns. And this is going to be uncomfortable, because 1121 01:27:31,880 --> 01:27:39,440 those people might be from a big company or corporation that's 1122 01:27:39,620 --> 01:27:44,080 going to try to convince you because they're good. They've 1123 01:27:44,080 --> 01:27:50,320 been trained in sales and not neuroscience. Don't let them 1124 01:27:50,320 --> 01:27:50,980 fool you, 1125 01:27:52,420 --> 01:27:55,960 or the government is going to make expectations about the 1126 01:27:55,960 --> 01:28:02,340 science of math, and obviously we can't change that I used to 1127 01:28:02,340 --> 01:28:07,680 think my purpose here is to change the system. Yeah, that's 1128 01:28:07,680 --> 01:28:12,240 never going to happen. I get I gave up on that years ago. My 1129 01:28:12,240 --> 01:28:17,400 purpose here is to take whatever mandates come to us and 1130 01:28:17,400 --> 01:28:21,080 manipulate the implementation so that we're still covering the 1131 01:28:21,080 --> 01:28:27,920 mandate, but we're doing it grounded in the science of 1132 01:28:27,920 --> 01:28:35,840 learning model that I've talked about today. It's coming. How 1133 01:28:35,840 --> 01:28:41,020 are we going to react to it? I do have a few minutes to stay 1134 01:28:41,020 --> 01:28:44,140 on. Today, I am going to formally close us out for those 1135 01:28:44,140 --> 01:28:47,560 of you that need to leave. So don't feel bad about jumping 1136 01:28:47,560 --> 01:28:53,440 off. The training is done. Thank you for coming. Look for in 1137 01:28:53,440 --> 01:28:56,140 about a week for the registration for next month, 1138 01:28:56,140 --> 01:28:59,560 February, Saturday, math on Eventbrite. Follow minds on math 1139 01:28:59,620 --> 01:29:03,720 on Eventbrite, don't forget to save all of these links here in 1140 01:29:03,720 --> 01:29:07,560 the comments, because you can save the chat right now, or you 1141 01:29:07,560 --> 01:29:10,860 can copy and paste all of those links in the comments to a Word 1142 01:29:10,860 --> 01:29:15,000 document or a Google document. Have all of the links, even if 1143 01:29:15,000 --> 01:29:18,360 you don't click to purchase. I want you to have all of them, 1144 01:29:19,080 --> 01:29:22,760 because these are special links for today's session, and 1145 01:29:22,760 --> 01:29:26,000 although they will continue to work over the next two months, 1146 01:29:26,180 --> 01:29:30,200 they won't be necessarily re advertised, and especially at 1147 01:29:30,200 --> 01:29:35,300 the same price. So even if you don't purchase anything today, 1148 01:29:35,960 --> 01:29:39,920 if you have the link at the price today, and you've saved 1149 01:29:39,920 --> 01:29:43,300 that and you have it in a file, and you can click on it, you can 1150 01:29:43,300 --> 01:29:47,680 always purchase at today's price, today or like in the 1151 01:29:47,680 --> 01:29:52,480 coming months. So save the chat or copy and paste all of those 1152 01:29:52,480 --> 01:29:56,560 links that Cheri and I put in from today. Go back and spread 1153 01:29:56,560 --> 01:30:00,540 the word. Start listening to the tier one and. Inventions, 1154 01:30:00,540 --> 01:30:04,500 podcast on YouTube and subscribe. And subscribe is what 1155 01:30:04,500 --> 01:30:08,160 is most important for us right now on YouTube, so and comments 1156 01:30:08,220 --> 01:30:11,580 and comments and this is just selfishly. This has nothing to 1157 01:30:11,580 --> 01:30:14,640 do with your growth and your professional learning. 1158 01:30:14,880 --> 01:30:19,500 Selfishly, for Cheri and I, so that we can become the go to 1159 01:30:19,500 --> 01:30:22,340 experts. If you want us to become the go to experts. 1160 01:30:23,360 --> 01:30:27,860 Selfishly, for Cheri and I, you must go to YouTube, tier one. 1161 01:30:27,860 --> 01:30:32,480 Interventions podcast at YouTube search tier one. Interventions 1162 01:30:32,480 --> 01:30:38,300 podcast, like and subscribe and comment. And if you can do that 1163 01:30:38,300 --> 01:30:44,560 and get 20 others to do that, we're totally lying right now. 1164 01:30:45,100 --> 01:30:47,860 Thanks all for coming. If you gotta jump, I'm going to pause 1165 01:30:47,860 --> 01:30:50,020 for a moment, and then I can I've got about another 10 1166 01:30:50,020 --> 01:30:52,540 minutes. I can hang on for questions and comments. But this 1167 01:30:52,540 --> 01:30:58,000 was Saturday math brought to you by minds on math and focused on 1168 01:30:58,000 --> 01:31:00,720 the science of math. And we hope to see you in February. Bye, 1169 01:31:00,720 --> 01:31:01,620 everybody's asking 1170 01:31:01,620 --> 01:31:03,420 Cheri Dotterer: how to save the chat. If you go up to the three 1171 01:31:03,420 --> 01:31:07,800 dots up next, January, 2025 click on that, it'll open a 1172 01:31:07,800 --> 01:31:11,520 thing that says, Save chat. Hopefully that if you're not on 1173 01:31:11,520 --> 01:31:13,560 your phone, it makes it much easier. 1174 01:31:15,720 --> 01:31:19,680 Jonily : If you can't save the chat and you're having trouble, 1175 01:31:19,860 --> 01:31:23,060 email me and just say, Hey, can you send me the chat and I'll 1176 01:31:23,060 --> 01:31:24,380 send you the PDF of it. 1177 01:31:31,400 --> 01:31:34,640 Cheri Dotterer: I put just a summary of what's happening in 1178 01:31:34,640 --> 01:31:39,080 the next week, of how to see us live. Free event on january 15, 1179 01:31:39,560 --> 01:31:44,080 paid event on january 18. There's the link for tier one 1180 01:31:44,080 --> 01:31:47,680 interventions podcast. Thank you. Alexa, thank you, Paula, 1181 01:31:48,160 --> 01:31:50,500 Jonily : hey, you're welcome. You're welcome. Lots of thank 1182 01:31:50,500 --> 01:31:52,120 yous in the chat. You're welcome, everybody.