1 00:00:00,600 --> 00:00:04,260 Hello and welcome to Tier One Interventions podcast. 2 00:00:04,470 --> 00:00:08,370 Today we are taking an excerpt out of a live event that John Lee 3 00:00:08,370 --> 00:00:10,590 hosted earlier this month in June. 4 00:00:11,670 --> 00:00:16,470 Hope you enjoy the excerpt, and I'd like to hear what you have to 5 00:00:16,470 --> 00:00:19,500 say about how this episode ends. 6 00:00:19,740 --> 00:00:22,590 What do you think she is sharing with us? 7 00:00:23,376 --> 00:00:26,046 we are here to talk about the science of math. 8 00:00:26,646 --> 00:00:29,796 Which may or may not be a thing at this point. 9 00:00:29,856 --> 00:00:35,406 Some people think it's a thing and some people that think it's a thing have 10 00:00:35,406 --> 00:00:37,776 defined it in many of the wrong ways. 11 00:00:37,776 --> 00:00:41,646 I'm here today to set the record straight and I want us to be the front 12 00:00:41,646 --> 00:00:46,356 runners in this whole movement so that it doesn't get all wackadoodle. 13 00:00:46,756 --> 00:00:51,766 Please feel free today to ask questions, to interrupt me, to make 14 00:00:51,766 --> 00:00:53,896 comments, to give your own opinions. 15 00:00:53,896 --> 00:00:56,566 I'm gonna say a lot of things that you're gonna disagree with. 16 00:00:56,836 --> 00:00:59,236 You're allowed to disagree with me, and you're allowed to tell 17 00:00:59,236 --> 00:01:00,466 me that you disagree with me. 18 00:01:00,766 --> 00:01:04,186 That is what is going to move math forward is when we get amped up. 19 00:01:05,066 --> 00:01:10,196 Because this is cognitive science of math, we are gonna be talking a lot 20 00:01:10,196 --> 00:01:12,086 today about how the brain learns. 21 00:01:12,386 --> 00:01:15,746 Did anybody notice anything on the screen while I was talking? 22 00:01:15,746 --> 00:01:15,806 I. 23 00:01:18,581 --> 00:01:19,631 Ah, Daphne. 24 00:01:19,631 --> 00:01:21,371 I knew you would notice. 25 00:01:21,701 --> 00:01:24,311 You are like the most aware person. 26 00:01:24,311 --> 00:01:27,101 Anybody else notice anything on the screen while I was talking? 27 00:01:29,621 --> 00:01:31,121 Did you notice the last slide? 28 00:01:31,121 --> 00:01:32,351 What was on the last slide? 29 00:01:34,151 --> 00:01:34,931 Look at, you. 30 00:01:36,401 --> 00:01:38,531 See, you're my new friends from Monday. 31 00:01:39,371 --> 00:01:40,631 You guys are my old friends. 32 00:01:40,871 --> 00:01:43,961 You guys are my new friends from Monday, and I can just 33 00:01:43,961 --> 00:01:45,761 tell that you are pretty slick. 34 00:01:45,881 --> 00:01:46,391 Okay. 35 00:01:46,991 --> 00:01:50,381 When we are talking about the brain, so I'll go back to the first slide. 36 00:01:50,381 --> 00:01:55,631 You can look at the screen now, but when we're talking about the brain, I think 37 00:01:55,631 --> 00:01:56,921 everything here is spelled correctly. 38 00:01:56,951 --> 00:01:59,201 That was the, that was intentional there. 39 00:01:59,501 --> 00:02:04,011 But then as I was talking, I changed slides and some of these 40 00:02:04,011 --> 00:02:06,951 words changed up a little bit. 41 00:02:09,801 --> 00:02:10,311 Okay. 42 00:02:10,941 --> 00:02:13,431 Raise your hand if you did not notice any of that. 43 00:02:14,811 --> 00:02:16,341 Why do you think that was? 44 00:02:18,471 --> 00:02:19,041 Cheri? 45 00:02:20,991 --> 00:02:21,291 Yeah. 46 00:02:21,321 --> 00:02:23,751 'cause I kept moving around and you're like, Jonily, I told you just 47 00:02:23,751 --> 00:02:28,521 to stand up front and she probably told me 67 times and I'm sorry. 48 00:02:30,870 --> 00:02:31,351 I know. 49 00:02:31,651 --> 00:02:34,411 Why do you think that was, that maybe you didn't notice what 50 00:02:34,411 --> 00:02:35,641 was happening with the screen? 51 00:02:37,771 --> 00:02:39,391 Yeah, because what was happening? 52 00:02:42,901 --> 00:02:43,801 Yes. 53 00:02:48,391 --> 00:02:49,591 Very nice. 54 00:02:49,651 --> 00:02:50,071 Yes. 55 00:02:50,071 --> 00:02:54,420 Our brains sometimes only focus on the first and last, and our brains adjust for 56 00:02:54,420 --> 00:02:57,750 those mistakes, but also the movement. 57 00:02:57,900 --> 00:03:00,120 Why else do you think you didn't notice? 58 00:03:01,170 --> 00:03:01,950 Yeah, Joan. 59 00:03:04,200 --> 00:03:04,950 Exactly. 60 00:03:07,440 --> 00:03:07,825 What else? 61 00:03:12,705 --> 00:03:18,346 Today we're gonna talk about a lot of the parts of the brain and how the brain makes 62 00:03:18,346 --> 00:03:20,986 us do things and makes us not do things. 63 00:03:21,555 --> 00:03:25,156 And that really is what describes the science of mathematics 64 00:03:25,635 --> 00:03:27,255 or the science of anything. 65 00:03:27,526 --> 00:03:30,075 The science of basically means. 66 00:03:30,226 --> 00:03:32,505 It's a collection of research. 67 00:03:32,786 --> 00:03:37,256 The science of doesn't mean, okay, here's the script, here's the program. 68 00:03:37,256 --> 00:03:38,336 Here's the thing. 69 00:03:39,086 --> 00:03:45,716 It just says, we have collected over time a bunch of research that the 70 00:03:45,716 --> 00:03:51,606 common theme is X, Y, and Z. For math today, we're gonna talk about what those 71 00:03:51,606 --> 00:03:55,596 common themes are, and some of them are gonna be very counterintuitive to 72 00:03:55,596 --> 00:03:57,786 what we think about for mathematics. 73 00:03:58,715 --> 00:04:01,685 I first really need to talk a little bit about the science of 74 00:04:01,685 --> 00:04:03,935 reading, which I am not an expert. 75 00:04:03,935 --> 00:04:05,736 I will not claim to be an expert. 76 00:04:05,945 --> 00:04:09,335 However, you can't help this thing being in your face recently. 77 00:04:09,606 --> 00:04:09,935 Okay? 78 00:04:10,275 --> 00:04:12,795 The science of reading is a collection of research. 79 00:04:12,915 --> 00:04:16,305 I wanna make it very clear that reading is an action. 80 00:04:16,485 --> 00:04:18,015 Reading is not innate. 81 00:04:18,165 --> 00:04:20,445 We're not born with the skill of reading. 82 00:04:20,445 --> 00:04:22,785 And reading must be explicitly taught. 83 00:04:23,895 --> 00:04:25,275 Any additions to that? 84 00:04:25,875 --> 00:04:26,445 Yes. 85 00:04:28,245 --> 00:04:28,935 Say it again. 86 00:04:30,640 --> 00:04:35,950 We're gonna also talk about why sensory inputs are so important to learning 87 00:04:35,950 --> 00:04:37,810 and understanding mathematics today. 88 00:04:38,380 --> 00:04:40,840 Those of you that are familiar with the science of reading, 89 00:04:40,930 --> 00:04:42,100 you've been down that path. 90 00:04:42,130 --> 00:04:47,380 If you're not familiar with the science of reading, just know that it is absolutely 91 00:04:47,380 --> 00:04:50,530 the opposite of the science of number. 92 00:04:51,190 --> 00:04:54,400 Now, the science of mathematics is two things. 93 00:04:54,880 --> 00:05:00,070 The science of mathematics is procedural and conceptual. 94 00:05:00,580 --> 00:05:03,640 The science of mathematics is in two categories. 95 00:05:03,880 --> 00:05:06,250 Number and ability. 96 00:05:06,760 --> 00:05:08,500 Number and ability. 97 00:05:08,920 --> 00:05:15,820 The science of ability of math is much more directly related to the teaching 98 00:05:15,820 --> 00:05:17,920 strategies of the science of reading. 99 00:05:18,110 --> 00:05:19,040 Let me say that again. 100 00:05:19,290 --> 00:05:22,050 Math ability is one category. 101 00:05:23,460 --> 00:05:29,040 And math ability category is much more related to the science of 102 00:05:29,040 --> 00:05:35,190 reading, meaning procedurally, it needs to be explicitly taught. 103 00:05:35,220 --> 00:05:42,000 It's not something that anyone is just going to figure out in the book that you 104 00:05:42,000 --> 00:05:44,610 each have at your seat making Math Iners. 105 00:05:44,880 --> 00:05:49,830 This defines the two categories I just mentioned, so I'm not gonna go into a lot 106 00:05:49,830 --> 00:05:51,870 of deep detail because it's in the book. 107 00:05:52,200 --> 00:05:58,230 Math Ability is the category that is closely related to reading. 108 00:05:58,740 --> 00:06:01,110 Math ability must be explicitly taught. 109 00:06:01,740 --> 00:06:07,800 However, students have a better chance of achieving with math ability 110 00:06:08,340 --> 00:06:11,550 when we study the science of number. 111 00:06:11,650 --> 00:06:15,400 The other category is number or number sense. 112 00:06:15,840 --> 00:06:17,670 Reading is one category. 113 00:06:17,700 --> 00:06:19,440 There's one way to do it. 114 00:06:19,755 --> 00:06:22,155 As I've been told, again, I'm not the expert. 115 00:06:22,155 --> 00:06:23,685 I just know enough to be dangerous. 116 00:06:23,685 --> 00:06:26,865 I just know enough to make this analogy to mathematics. 117 00:06:27,295 --> 00:06:32,545 The science of reading is parallel and related to the science of 118 00:06:32,545 --> 00:06:39,895 math ability, but it is the exact opposite of the science of number. 119 00:06:42,085 --> 00:06:43,075 Talk at your tables. 120 00:06:43,075 --> 00:06:47,315 30. Let's do 45 seconds about that last statement. 121 00:06:47,555 --> 00:06:50,705 Science of reading related to math ability. 122 00:06:51,185 --> 00:06:53,375 The opposite of the science of number. 123 00:06:53,465 --> 00:06:55,325 Talk for 45 seconds at your tables. 124 00:06:55,325 --> 00:06:55,505 Go. 125 00:06:56,585 --> 00:07:00,275 I like a lot of urgency in our conversations. 126 00:07:00,845 --> 00:07:03,215 I like a lot of urgency for students. 127 00:07:03,635 --> 00:07:07,685 The brain feeds on urgency and deadline. 128 00:07:08,295 --> 00:07:12,255 If I said for the next five minutes you're gonna talk about that last statement. 129 00:07:13,770 --> 00:07:17,610 The best productivity of your conversations really is gonna happen 130 00:07:17,610 --> 00:07:19,890 in the first 45 seconds anyway. 131 00:07:20,470 --> 00:07:23,170 Sometimes we think we don't have enough time. 132 00:07:23,230 --> 00:07:25,300 Oh, tweet this. 133 00:07:25,840 --> 00:07:30,760 Sometimes we think we don't have enough time, but we actually 134 00:07:30,910 --> 00:07:32,860 are spending too much time. 135 00:07:35,620 --> 00:07:39,830 Oh, I could have you talk about that, but someone just tweeted at minds on math. 136 00:07:40,470 --> 00:07:48,570 Anyway, number sense is the door to entering math achievement. 137 00:07:50,130 --> 00:07:54,720 Math achievement is the overall umbrella for the two categories. 138 00:07:54,720 --> 00:07:57,810 Math, ability, and number sense. 139 00:07:58,560 --> 00:08:02,700 Math ability is the explicit procedural step by step. 140 00:08:03,285 --> 00:08:05,505 Number sense is the opposite of all of that. 141 00:08:05,635 --> 00:08:10,765 Number sense is the door to opening up all math achievement. 142 00:08:11,755 --> 00:08:19,225 If we can improve number sense, we can in turn very easily improve math achievement. 143 00:08:21,155 --> 00:08:24,095 We are gonna focus all day today on the number sense. 144 00:08:24,125 --> 00:08:27,455 If you came here today to learn how to better teach long 145 00:08:27,455 --> 00:08:29,645 division, I got nothing for you. 146 00:08:30,005 --> 00:08:31,385 Actually, I do have something for you. 147 00:08:31,745 --> 00:08:33,305 Just do. 148 00:08:33,305 --> 00:08:33,845 Just do. 149 00:08:33,845 --> 00:08:34,205 Yes. 150 00:08:34,385 --> 00:08:37,985 But just show it and kids will mimic, just do the mimicking thing. 151 00:08:38,045 --> 00:08:39,305 It's just typical instruction. 152 00:08:39,515 --> 00:08:44,495 Any procedure is just, if I want kids to follow direction, step by step 153 00:08:44,495 --> 00:08:47,105 for a procedure, then I just do it. 154 00:08:48,035 --> 00:08:54,665 However, that is not number sense and it is not the gateway to math achievement. 155 00:08:55,725 --> 00:08:58,815 Number sense is the door to overall math achievement. 156 00:08:59,036 --> 00:09:02,335 By improving number sense and focusing on number sense, we 157 00:09:02,335 --> 00:09:04,105 can then improve math ability. 158 00:09:04,255 --> 00:09:07,225 We're not gonna talk a lot about the math ability today. 159 00:09:07,255 --> 00:09:09,715 We're only gonna focus on the number sense piece. 160 00:09:10,765 --> 00:09:16,675 If number sense is the door to opening math achievement, then counting is what's 161 00:09:16,675 --> 00:09:19,406 going to launch and enhance number. 162 00:09:20,585 --> 00:09:25,415 Number senses the door to opening math achievement, which will a 163 00:09:25,415 --> 00:09:28,565 byproduct is to increase math ability. 164 00:09:30,756 --> 00:09:36,425 But if we want to increase number sense, which is the ultimate goal, the first 165 00:09:36,425 --> 00:09:38,795 and last step is improving number sense. 166 00:09:39,095 --> 00:09:44,136 And if we want to do that, the foundational piece is counting. 167 00:09:44,616 --> 00:09:48,845 And counting is the key to unlocking the number sense door. 168 00:09:50,376 --> 00:09:52,205 Now this analogy is important. 169 00:09:53,810 --> 00:09:57,200 Because talk to me. 170 00:09:59,251 --> 00:10:02,430 Let me go back and say it again and then I, we're not gonna release, I just want 171 00:10:02,430 --> 00:10:07,950 you to tell me whole group if number sense is the key to unlocking math achievement. 172 00:10:08,970 --> 00:10:13,080 And I say counting is the key to unlocking number sense. 173 00:10:13,200 --> 00:10:14,161 Tell me about that. 174 00:10:15,271 --> 00:10:15,840 Yeah, Tim, 175 00:10:30,506 --> 00:10:30,727 say that. 176 00:10:32,040 --> 00:10:32,580 Speak louder. 177 00:10:33,060 --> 00:10:33,450 Sure. 178 00:10:37,320 --> 00:10:38,371 Oh, you know what? 179 00:10:38,700 --> 00:10:41,070 Do the mic, because we're, I have to use this. 180 00:10:42,071 --> 00:10:43,991 We were looking at our test scores and what we found out 181 00:10:43,991 --> 00:10:46,901 was that the numbers sense was affecting the application process. 182 00:10:47,200 --> 00:10:48,310 On our assessments. 183 00:10:48,360 --> 00:10:51,510 Some of the questions that we did well on the number sense was there. 184 00:10:51,510 --> 00:10:54,480 The other ones traced it back to not having number sense skills 185 00:10:54,790 --> 00:10:57,221 which directly impacted the result of the application question. 186 00:10:57,221 --> 00:11:00,151 , We've realized how the number sense is really a major push still. 187 00:11:00,201 --> 00:11:03,371 And that we need to make sure that foundation is strong no matter what we do. 188 00:11:03,470 --> 00:11:09,411 However, when we say we're doing improvements to number sense, we are 189 00:11:09,411 --> 00:11:11,480 actually on the math achievement route. 190 00:11:14,521 --> 00:11:17,161 I'm just gonna get real down and dirty today. 191 00:11:18,450 --> 00:11:21,490 We want to and here is the only thing you need to hear 192 00:11:21,490 --> 00:11:23,950 today to improve number sense. 193 00:11:24,910 --> 00:11:30,700 You just must do daily count, daily counting exercises, and every session 194 00:11:30,700 --> 00:11:34,420 today, I'm gonna give you another example of a daily counting exercise. 195 00:11:35,455 --> 00:11:38,725 And that's what I want you to walk away with a daily counting exercise. 196 00:11:39,115 --> 00:11:42,506 I just want kids to count and count efficiently. 197 00:11:44,665 --> 00:11:46,646 Counting is innate. 198 00:11:47,215 --> 00:11:50,365 We are born with the ability to count. 199 00:11:51,715 --> 00:11:55,256 All fish can count, all animals can count. 200 00:11:56,156 --> 00:11:57,805 This is the whole predator prey. 201 00:11:59,286 --> 00:12:04,235 A predator can look and see if there is a large group of 202 00:12:04,235 --> 00:12:06,425 prey or a small group of prey. 203 00:12:07,026 --> 00:12:08,286 That is estimation. 204 00:12:08,615 --> 00:12:12,335 Students that have dyscalculia struggle with estimation. 205 00:12:13,085 --> 00:12:16,985 We are born with a certain level of number sense. 206 00:12:17,536 --> 00:12:19,545 That's different than the skill for reading. 207 00:12:20,086 --> 00:12:21,376 We are born with number. 208 00:12:21,376 --> 00:12:22,156 It is innate. 209 00:12:22,216 --> 00:12:23,415 It is intuitive. 210 00:12:23,565 --> 00:12:27,136 However, we're all born with a certain level. 211 00:12:27,526 --> 00:12:29,595 Some stronger than others. 212 00:12:30,045 --> 00:12:31,906 Number sense can be improved. 213 00:12:31,935 --> 00:12:35,146 And as I already said it, it is improved by counting period. 214 00:12:35,146 --> 00:12:35,595 That's it. 215 00:12:35,595 --> 00:12:36,705 That's the only answer. 216 00:12:36,886 --> 00:12:42,856 Number sense is improved by counting, but number sense cannot be explicitly taught. 217 00:12:42,856 --> 00:12:43,606 Like reading 218 00:12:46,156 --> 00:12:50,746 number sense can be improved through counting and also through 219 00:12:50,925 --> 00:12:56,626 sensory, multisensory, visual conceptual, contextual experiences. 220 00:12:57,616 --> 00:13:01,455 And throughout today, in every single session, you're gonna see example 221 00:13:01,455 --> 00:13:05,745 after example of everything that goes back to counting and number sense. 222 00:13:07,195 --> 00:13:09,986 On the next slide, I'm gonna show you a quick dot and show you the 223 00:13:09,986 --> 00:13:11,365 screen for about three seconds. 224 00:13:11,365 --> 00:13:15,115 I'm gonna take it away and then I want you to tell me how many dots you saw. 225 00:13:22,105 --> 00:13:22,555 Perfect. 226 00:13:22,555 --> 00:13:25,736 How many, just call it out 30. 227 00:13:25,736 --> 00:13:26,065 What? 228 00:13:27,011 --> 00:13:27,940 Some good. 229 00:13:27,940 --> 00:13:28,631 I like it. 230 00:13:28,881 --> 00:13:30,051 A lot or a little. 231 00:13:30,051 --> 00:13:32,511 See, this is what I do with my K one kids. 232 00:13:32,691 --> 00:13:33,171 Okay? 233 00:13:33,471 --> 00:13:36,891 This is how we start to use some of those description words. 234 00:13:37,161 --> 00:13:38,121 Where there a lot. 235 00:13:38,121 --> 00:13:38,451 Where there? 236 00:13:38,451 --> 00:13:39,831 A little Where there a ton. 237 00:13:39,831 --> 00:13:40,971 Where there a million. 238 00:13:41,071 --> 00:13:46,560 You can already see how that dot image is differentiated for all ability levels. 239 00:13:46,740 --> 00:13:46,980 Okay? 240 00:13:47,071 --> 00:13:48,151 Somebody else said 30. 241 00:13:48,151 --> 00:13:48,631 What else? 242 00:13:48,631 --> 00:13:49,081 How many? 243 00:13:49,980 --> 00:13:52,530 80. 65. 244 00:13:56,490 --> 00:13:58,230 Love it. 245 00:13:58,321 --> 00:13:59,641 See, Audrey, you so fancy. 246 00:13:59,911 --> 00:14:01,141 Fewer than a hundred. 247 00:14:03,605 --> 00:14:03,825 How? 248 00:14:03,831 --> 00:14:04,500 How many? 249 00:14:05,280 --> 00:14:08,310 One other. 250 00:14:10,200 --> 00:14:11,641 Now I'm gonna show you another one. 251 00:14:11,851 --> 00:14:12,871 I'm gonna show you another one. 252 00:14:12,871 --> 00:14:13,260 Ready? 253 00:14:13,950 --> 00:14:16,050 How many dots on this next slide? 254 00:14:22,411 --> 00:14:23,071 How many. 255 00:14:25,350 --> 00:14:28,140 90. How many 256 00:14:30,570 --> 00:14:31,200 say it again? 257 00:14:32,790 --> 00:14:34,680 16 times five 258 00:14:37,290 --> 00:14:38,010 80. 259 00:14:38,970 --> 00:14:45,035 Here's what I'm gonna tell you, there were the same number of dots here as here. 260 00:14:48,405 --> 00:14:53,220 What's the difference and what's the same talking your table groups? 261 00:14:53,490 --> 00:14:54,810 One minute go. 262 00:15:26,445 --> 00:15:31,456 Two, one, and I'm not gonna have you share out on this one. 263 00:15:31,665 --> 00:15:34,095 I want you to understand the subtleties of today. 264 00:15:34,095 --> 00:15:36,405 I wanna engage you in the mathematics today, but you're gonna 265 00:15:36,405 --> 00:15:38,085 miss a lot of the facilitation. 266 00:15:38,246 --> 00:15:39,925 I wanna point it out to you. 267 00:15:40,115 --> 00:15:44,526 Notice when I did the first release for 45 seconds, I brought you back together. 268 00:15:44,526 --> 00:15:45,966 Did I have anybody share out? 269 00:15:49,896 --> 00:15:54,305 Okay, and then the next time I didn't release you into tables, I just had 270 00:15:54,305 --> 00:15:59,196 a share out, and then this time I released you and we're not sharing out. 271 00:15:59,376 --> 00:16:01,266 I want you to just notice those subtleties. 272 00:16:01,266 --> 00:16:04,055 We're gonna talk about those things later today because of, oftentimes 273 00:16:04,325 --> 00:16:07,716 you'll come to a session like this and you'll get great ideas and you'll have 274 00:16:07,716 --> 00:16:12,216 a good time and things will be great, but you'll miss what made it happen. 275 00:16:12,266 --> 00:16:18,145 Then we go back to our classrooms and then we're like, okay, that was so fantastic, 276 00:16:19,135 --> 00:16:21,026 but I still don't know how to do it. 277 00:16:21,786 --> 00:16:25,235 I want you to pick up on the how you can do it subtleties. 278 00:16:26,105 --> 00:16:31,715 When you look at both of those images of dots, you know that there is one big 279 00:16:31,805 --> 00:16:34,235 difference, and that is the organization. 280 00:16:35,655 --> 00:16:37,276 Number sense. 281 00:16:37,920 --> 00:16:41,760 Is improved by understanding organization. 282 00:16:42,120 --> 00:16:46,020 An organization in mathematics is rectangle. 283 00:16:47,100 --> 00:16:49,740 Organization in mathematics is rectangle. 284 00:16:50,680 --> 00:16:55,030 What we have to do to improve number sense and improve counting is to 285 00:16:55,061 --> 00:16:58,210 redefine what's essential in mathematics. 286 00:17:01,480 --> 00:17:06,431 One thing that is absolutely essential is categorizing 287 00:17:06,491 --> 00:17:08,710 organizing and using rectangle. 288 00:17:10,781 --> 00:17:21,070 Our students already have this skill, but we do not match our instruction to extract 289 00:17:21,161 --> 00:17:27,581 the skill that our students already have because the perspective of our students 290 00:17:27,641 --> 00:17:29,951 is different than our perspective. 291 00:17:32,826 --> 00:17:36,041 What I want us to walk away from today with. 292 00:17:36,791 --> 00:17:41,471 Is to get better at identifying and extracting student perspective 293 00:17:42,371 --> 00:17:46,661 and then responsive teaching to match their perspective. 294 00:17:47,591 --> 00:17:51,701 Because until that disconnect goes away, we cannot improve. 295 00:17:51,701 --> 00:17:52,661 Number sense. 296 00:17:53,831 --> 00:17:56,261 This was my son when he was in preschool. 297 00:17:56,261 --> 00:18:02,771 My oldest son who is 20 now, when he was in preschool, I am certain that 298 00:18:02,771 --> 00:18:08,531 his teacher said color, the P'S yellow and the O'S black and the t's green. 299 00:18:08,531 --> 00:18:10,091 And he did exactly that. 300 00:18:10,910 --> 00:18:14,360 We have to be careful When we are too explicit. 301 00:18:15,441 --> 00:18:22,311 When we are too explicit in our instruction, we get defaults like this. 302 00:18:27,380 --> 00:18:29,781 In a moment, I'm gonna have you look at nine symbols. 303 00:18:30,380 --> 00:18:32,511 Now, some of you that have known me for a while. 304 00:18:33,380 --> 00:18:36,051 You have seen this before and that is purposeful. 305 00:18:37,341 --> 00:18:40,941 To those of you that are new and have not interacted with me, you've never seen 306 00:18:40,941 --> 00:18:43,491 this, and that is purposeful in a moment. 307 00:18:43,491 --> 00:18:45,681 On the next slide, I'm gonna show you nine symbols. 308 00:18:45,681 --> 00:18:48,951 They're gonna be listed vertically and you're not going to write 309 00:18:48,951 --> 00:18:50,511 them down until I take them away. 310 00:18:51,110 --> 00:18:54,735 I'm gonna show them to you for about five seconds when I take them away. 311 00:18:54,976 --> 00:18:59,805 You are going to write down all of the symbols in the same order and 312 00:18:59,805 --> 00:19:01,785 the same orientation you saw them. 313 00:19:02,775 --> 00:19:07,065 Now you are going to need something to write with and let me do a 314 00:19:07,065 --> 00:19:08,775 little bit of logistics right now. 315 00:19:09,196 --> 00:19:11,626 You all gotta color folder when you came in. 316 00:19:12,196 --> 00:19:16,245 There are blank pages in that color folder at the end, so you're welcome 317 00:19:16,245 --> 00:19:18,106 to use any of those blank pages. 318 00:19:18,315 --> 00:19:21,676 This folder is full of resources that we're gonna use today 319 00:19:21,676 --> 00:19:23,956 and it's yours to keep and. 320 00:19:24,525 --> 00:19:28,125 At the end of the three prongs, there's blank paper, and you are 321 00:19:28,125 --> 00:19:32,595 absolutely u allowed to use that blank paper to write down these symbols 322 00:19:32,595 --> 00:19:34,665 unless you brought your own paper. 323 00:19:34,875 --> 00:19:36,795 But when I show you the symbols, you can't write yet. 324 00:19:36,825 --> 00:19:40,456 I'm gonna show about five seconds, take 'em away, and then you're gonna write. 325 00:19:42,495 --> 00:19:43,545 Is everybody ready now? 326 00:19:45,405 --> 00:19:45,885 Okay. 327 00:19:45,885 --> 00:19:47,835 I wasn't gonna give anybody a handicap. 328 00:19:48,105 --> 00:19:51,735 I wanted to make sure everybody had the same accessibility, because now you're 329 00:19:51,735 --> 00:19:53,595 like, oh, I didn't even bring a pen. 330 00:19:53,906 --> 00:19:57,265 See, I gave you time to figure all that out and find something 331 00:19:57,265 --> 00:19:59,366 to write on, and it's okay. 332 00:19:59,366 --> 00:20:00,656 And nobody had to freak out. 333 00:20:00,836 --> 00:20:01,886 All right, here we go. 334 00:20:01,886 --> 00:20:03,956 I'm gonna show this to you, but don't write yet. 335 00:20:13,691 --> 00:20:14,321 Write 'em down. 336 00:20:46,345 --> 00:20:50,605 Okay, check your work, and in a moment I'm gonna ask how many you have, correct? 337 00:20:51,235 --> 00:20:51,535 Correct. 338 00:20:51,535 --> 00:20:53,696 Location and correct orientation. 339 00:21:12,670 --> 00:21:12,960 Okay. 340 00:21:13,630 --> 00:21:16,091 Anybody have at least three, correct? 341 00:21:16,660 --> 00:21:17,801 We should have lots of hands here. 342 00:21:17,801 --> 00:21:18,670 At least three. 343 00:21:18,670 --> 00:21:19,541 At least three. 344 00:21:20,291 --> 00:21:21,521 At least four. 345 00:21:23,291 --> 00:21:24,731 At least five. 346 00:21:26,321 --> 00:21:29,140 Okay, so at least five is five or more. 347 00:21:29,170 --> 00:21:30,491 Okay, so at least five. 348 00:21:30,491 --> 00:21:31,630 Five or more? 349 00:21:32,021 --> 00:21:33,851 At least six. 350 00:21:36,041 --> 00:21:38,051 Oh, okay. 351 00:21:38,081 --> 00:21:38,351 Okay. 352 00:21:38,351 --> 00:21:42,311 So at least six Stand up if you had at least six. 353 00:21:42,311 --> 00:21:43,091 Correct. 354 00:21:47,711 --> 00:21:48,880 There's no cheating, 355 00:21:53,111 --> 00:21:54,316 I'm gonna have Cheri talk. 356 00:21:54,376 --> 00:21:55,006 Come on up here. 357 00:21:55,006 --> 00:21:57,196 Come on out here, front and center, because I'm gonna 358 00:21:57,196 --> 00:21:59,536 have Cheri, just I love you. 359 00:21:59,815 --> 00:22:04,045 I'm gonna have Cheri talk about the raffle that we have today. 360 00:22:04,045 --> 00:22:08,875 The Raffles today are sponsored by the Learning Disability Podcast 361 00:22:08,875 --> 00:22:12,175 Network, and I'm gonna have Cheri talk about that sponsor. 362 00:22:12,175 --> 00:22:17,705 And the sponsor has, dozens and dozens of free things that we're giving away today. 363 00:22:17,705 --> 00:22:18,545 Talk to us about that. 364 00:22:18,545 --> 00:22:21,545 Share me and then you'll take Patreon and pick out price. 365 00:22:21,875 --> 00:22:22,415 Sure. 366 00:22:23,075 --> 00:22:28,025 So as of Monday, you didn't even know about this. 367 00:22:28,145 --> 00:22:30,575 We had to change the name of the podcast Network too. 368 00:22:30,755 --> 00:22:33,005 Disabilities Labs Podcast Network 369 00:22:33,555 --> 00:22:42,295 anyway, so the li disabilities Labs is where tier one interventions and. 370 00:22:43,210 --> 00:22:46,720 The course is, it is called Mastery Math Method. 371 00:22:47,290 --> 00:22:56,560 It is hosted on Disability Labs and we take part of the training and we put it 372 00:22:56,560 --> 00:22:59,710 out to Tier One Interventions podcast. 373 00:23:00,070 --> 00:23:05,470 So that was one of the podcasts that's on the network. 374 00:23:05,680 --> 00:23:09,280 There is another podcast on the network called The Writing Glitch. 375 00:23:09,640 --> 00:23:11,680 I was the host of that, and I did 376 00:23:14,110 --> 00:23:21,610 every, I did it up until the end of May because I am shifting some of my focus. 377 00:23:21,610 --> 00:23:24,760 I feel like I have exhausted everything with The Writing Glitch. 378 00:23:25,090 --> 00:23:28,960 So The Writing Glitch, can anybody guess what I mean by a writing Glitch? 379 00:23:31,840 --> 00:23:32,560 You knew it. 380 00:23:33,700 --> 00:23:34,330 You knew this. 381 00:23:35,260 --> 00:23:35,620 Okay. 382 00:23:35,770 --> 00:23:36,280 Yes. 383 00:23:37,285 --> 00:23:41,635 Dysgraphia is the disability in writing Being an occupational therapist, 384 00:23:41,785 --> 00:23:43,465 what do we get their referrals for? 385 00:23:43,615 --> 00:23:45,205 Can somebody help my kid with writing? 386 00:23:45,596 --> 00:23:47,996 This kid has sloppy writing is a dysgraphia, 387 00:23:49,906 --> 00:23:54,105 i, in 2019, published handwriting, brain Body Disconnect, they are 388 00:23:54,105 --> 00:23:56,266 on sale outside for $20 a piece. 389 00:23:58,545 --> 00:24:04,875 And from that book I started the podcast. 390 00:24:04,875 --> 00:24:07,005 I have some courses and things like that. 391 00:24:07,935 --> 00:24:13,246 Along the way I met Ms. Jonily and we decided to partner up and 392 00:24:13,246 --> 00:24:17,386 take some of the world of writing. 393 00:24:18,900 --> 00:24:22,321 And brought it to mathematics because I bet you guys don't realize it, 394 00:24:22,710 --> 00:24:25,860 that whether you're writing a letter or you're writing a number, you're 395 00:24:25,860 --> 00:24:27,600 doing the same thing in your brain. 396 00:24:28,920 --> 00:24:30,720 And where does it begin? 397 00:24:31,380 --> 00:24:37,050 It begins by connecting the thought to the product that's coming out on your hand. 398 00:24:38,700 --> 00:24:46,170 So we have partnered together, and yes, Kirk, we are writing a book together. 399 00:24:47,970 --> 00:24:54,060 It is not published yet because we have realized over the last year that some 400 00:24:54,060 --> 00:24:58,890 of the things that we have in that book, as we were writing it, we just didn't 401 00:24:58,950 --> 00:25:04,170 like the way they were flowing, and we wanted to be a little bit more articulate. 402 00:25:04,321 --> 00:25:08,341 So the reason the book is on delay is because of those of 403 00:25:08,341 --> 00:25:09,660 you who are our beta readers. 404 00:25:09,660 --> 00:25:12,435 Can I have those of you who are our beta readers stand up? 405 00:25:14,235 --> 00:25:15,480 I know Janet was one. 406 00:25:16,275 --> 00:25:18,136 Janet, are you the only one in the room? 407 00:25:18,406 --> 00:25:21,675 We had several disciplines. 408 00:25:21,675 --> 00:25:28,585 We had ot, speech teacher, special ed teacher, school psychologist review 409 00:25:28,585 --> 00:25:36,355 the book and the feedback was, I didn't quite understand this, so we are back. 410 00:25:36,655 --> 00:25:40,525 So our mission this summer is to finish that book. 411 00:25:41,635 --> 00:25:48,145 So because I have gotten the point of now where I have discontinued 412 00:25:48,145 --> 00:25:51,505 hosting The Writing Glitch, however, it's still up there, you can listen 413 00:25:51,505 --> 00:25:55,675 to three years worth of information about dysgraphia and dyslexia. 414 00:25:57,335 --> 00:26:04,625 Be sure to subscribe and click that bell for notifications on YouTube and click 415 00:26:04,805 --> 00:26:09,815 subscribe on your favorite podcast app so that you hear when the next episode 416 00:26:09,815 --> 00:26:11,405 of Tier One interventions comes out. 417 00:26:11,585 --> 00:26:17,055 And by the way, we are only submitting every other week here over the summer. 418 00:26:17,325 --> 00:26:19,795 We look back to starting up every