1 00:00:00,200 --> 00:00:01,400 Good morning. 2 00:00:01,400 --> 00:00:03,429 Hey everybody, Cheri Dotterer here. 3 00:00:04,129 --> 00:00:07,929 I am here for Tier One Interventions this time. 4 00:00:08,380 --> 00:00:10,490 My other podcast is The Writing Glitch. 5 00:00:10,520 --> 00:00:13,670 Maybe you didn't know that, but if you want to hop over to The Writing 6 00:00:13,670 --> 00:00:20,010 Glitch, you can hear interviews with people who are improving the connections 7 00:00:20,010 --> 00:00:25,485 between reading, writing, mostly reading and writing, but We always get that 8 00:00:25,825 --> 00:00:28,805 math and writing in there as well. 9 00:00:29,405 --> 00:00:34,495 I am here today with Jonily Zupancic , and we are going to talk today 10 00:00:34,605 --> 00:00:42,685 about a problem that is happening with counting with our students. 11 00:00:42,984 --> 00:00:51,470 why do we have these difficulties with Math, and how do we help 12 00:00:51,470 --> 00:00:53,690 them as an occupational therapist? 13 00:00:54,230 --> 00:01:01,380 And I think that this particular problem is going to be the one that goes AHA 14 00:01:01,399 --> 00:01:06,690 to the occupational therapist because it focuses on counting and visuals. 15 00:01:07,499 --> 00:01:10,060 It's using visuals for counting. 16 00:01:10,610 --> 00:01:17,100 As we get into this episode, I want you to think about what are the visuals 17 00:01:17,410 --> 00:01:23,089 that you're using in your therapy practice that will connect to counting. 18 00:01:23,600 --> 00:01:31,330 Counting and visuals are essential for overcoming the math challenge. 19 00:01:33,235 --> 00:01:37,555 Previous knowledge of counting and skip counting, and you may not even 20 00:01:37,555 --> 00:01:39,205 know what I mean by skip counting. 21 00:01:39,535 --> 00:01:44,865 Skip counting is when you do something like 2, or 20. 22 00:01:45,065 --> 00:01:48,675 It's when you're skipping numbers in between so that you 23 00:01:48,675 --> 00:01:50,265 can come up with the answer. 24 00:01:50,815 --> 00:01:56,065 I hope that you listen in for the rest of this podcast and the rest of, and 25 00:01:56,065 --> 00:02:02,715 some episodes coming up, because Jonily is going to delve into counting, skip 26 00:02:02,715 --> 00:02:04,985 counting, and how visuals connect. 27 00:02:06,355 --> 00:02:12,955 , Look for information coming up in January for the subscription box. 28 00:02:13,685 --> 00:02:16,844 Even the box keeps giving and giving, even though you have one 29 00:02:16,885 --> 00:02:19,095 box, it still keeps giving to others. 30 00:02:19,114 --> 00:02:20,214 I think it was wonderful. 31 00:02:20,714 --> 00:02:21,424 Thank you. 32 00:02:22,134 --> 00:02:25,194 Jonily, tell us how do we get kids to focus?. 33 00:02:25,994 --> 00:02:30,034 We were making good progress, and now we're just going back to where we were. 34 00:02:30,534 --> 00:02:37,124 Tier 1 interventions should be a complete system for how to strengthen 35 00:02:37,124 --> 00:02:42,344 the core Tier 1 regular general classroom with academic, mathematical, 36 00:02:42,734 --> 00:02:45,424 and non academic interventions. 37 00:02:47,824 --> 00:02:48,774 Think about this. 38 00:02:49,949 --> 00:02:55,779 Are you looking for ways as a general classroom teacher to increase the 39 00:02:55,779 --> 00:02:58,349 engagement and focus of your students? 40 00:02:59,779 --> 00:03:05,529 Are you also desperately finding techniques to be able to individualize 41 00:03:06,279 --> 00:03:11,869 for each need of students in the regular classroom without more work, without 42 00:03:11,869 --> 00:03:13,789 more prep, and without more stress? 43 00:03:13,789 --> 00:03:17,509 Today's session is going to be very different than the other 44 00:03:17,539 --> 00:03:19,299 Tier 1 intervention sessions. 45 00:03:19,569 --> 00:03:20,629 We've been on a good roll. 46 00:03:20,639 --> 00:03:24,569 You come to Tier 1 interventions, we expose a task, and we talk 47 00:03:24,579 --> 00:03:25,769 about what it looks like. 48 00:03:25,829 --> 00:03:30,109 Interaction 1, Interaction 2, Interaction 3, Interaction 4, Interaction 5. 49 00:03:30,939 --> 00:03:32,609 The structure today is going to be different. 50 00:03:33,219 --> 00:03:37,459 The structure is going to be four parts, and we are going to 51 00:03:39,519 --> 00:03:43,339 create techniques and strategies for each of those four areas 52 00:03:43,339 --> 00:03:44,429 that I've just mentioned. 53 00:03:45,339 --> 00:03:53,019 The areas of deficit that are increasingly Making Tier 1 Core General 54 00:03:53,029 --> 00:03:56,079 Classroom inaccessible to students. 55 00:03:57,639 --> 00:03:59,369 One task can do that. 56 00:03:59,629 --> 00:04:05,659 We call these tasks reference tasks because we reference them throughout the 57 00:04:05,659 --> 00:04:10,969 year when we're teaching our typical, regular instruction with our textbook 58 00:04:10,969 --> 00:04:13,179 resources that we would always do anyway. 59 00:04:13,679 --> 00:04:16,999 The questions that we're going to answer today are, 60 00:04:17,699 --> 00:04:19,179 How do we individualize? 61 00:04:19,229 --> 00:04:20,759 It's through prompts and questions. 62 00:04:21,884 --> 00:04:24,044 There are two types of prompts and questions. 63 00:04:24,144 --> 00:04:28,304 There are stop thinking questions and prompts, and there are keep 64 00:04:28,304 --> 00:04:29,964 thinking questions and prompts. 65 00:04:31,464 --> 00:04:36,584 We want to facilitate with keep thinking questions and prompts, with stop thinking 66 00:04:36,584 --> 00:04:38,424 questions and prompts sprinkled in. 67 00:04:38,864 --> 00:04:42,394 An example of a stop thinking question and prompt is, How much 68 00:04:42,394 --> 00:04:45,304 money will Kay have on day five? 69 00:04:45,804 --> 00:04:50,409 There's one answer to I might ask a stop thinking question, How 70 00:04:50,409 --> 00:04:52,029 much money will Kay have on day 5? 71 00:04:52,359 --> 00:04:53,869 To help kids make sense. 72 00:04:54,609 --> 00:04:57,469 And then students might say, Oh 28. 73 00:04:57,699 --> 00:04:58,959 No, 35. 74 00:04:59,249 --> 00:05:00,299 And then what's my role? 75 00:05:00,459 --> 00:05:01,739 Don't confirm or deny. 76 00:05:01,999 --> 00:05:02,449 Oh, okay. 77 00:05:02,499 --> 00:05:05,399 We have 28 and we have 35. 78 00:05:06,779 --> 00:05:08,529 See, don't confirm or deny. 79 00:05:09,269 --> 00:05:09,839 Don't confirm. 80 00:05:09,929 --> 00:05:15,129 So I can ask a stop thinking question, and by not confirming or 81 00:05:15,129 --> 00:05:20,149 denying, I make it a keep thinking question, even though it's a solve. 82 00:05:20,339 --> 00:05:23,939 A stop thinking question is basically your typical solve and answer getting 83 00:05:23,939 --> 00:05:26,349 question, and we can't eliminate those. 84 00:05:26,399 --> 00:05:27,029 We need those. 85 00:05:27,039 --> 00:05:27,959 We need a lot of them. 86 00:05:28,289 --> 00:05:31,089 But if that's all the prompts we ever give students. 87 00:05:31,994 --> 00:05:33,514 We are not individualizing. 88 00:05:33,524 --> 00:05:35,704 We're not going to deep thinking. 89 00:05:35,754 --> 00:05:39,024 We're not doing depth of knowledge. 90 00:05:39,474 --> 00:05:47,634 We're not getting to critiquing curiosity, creativity, reasoning, sensemaking. 91 00:05:47,654 --> 00:05:50,254 We're not getting to that level of thinking. 92 00:05:50,464 --> 00:05:54,774 We're not getting to that heightened cognition, which is what mathematics is. 93 00:05:54,774 --> 00:05:58,354 I tell kids all the time, I don't teach mathematics, I teach thinking. 94 00:06:00,009 --> 00:06:05,049 I don't teach mathematics, I teach thinking, and this is exactly how I do it. 95 00:06:05,549 --> 00:06:08,790 When I don't confirm or deny that, kids keep thinking about it. 96 00:06:08,790 --> 00:06:12,979 It doesn't matter to me right now whether they think it's 28 or 35. 97 00:06:13,089 --> 00:06:14,789 Okay, that doesn't matter right now. 98 00:06:15,429 --> 00:06:19,049 What matters is, I don't confirm or deny, I acknowledge both 99 00:06:19,049 --> 00:06:20,349 of them, I leave it up there. 100 00:06:20,869 --> 00:06:25,779 And kids keep thinking, because what will happen is, I'll say, okay, let's 101 00:06:25,779 --> 00:06:32,629 talk about when I say how much money each starts with, what day is that? 102 00:06:32,979 --> 00:06:36,239 So see, I move on to another topic, and then all of a sudden 103 00:06:36,269 --> 00:06:38,424 a student will go, Oh no. 104 00:06:38,454 --> 00:06:39,564 It's not 28. 105 00:06:39,564 --> 00:06:40,704 I get it. 106 00:06:40,704 --> 00:06:41,314 It's 35. 107 00:06:41,334 --> 00:06:43,434 I thought it was 28, but it's 35. 108 00:06:43,734 --> 00:06:46,784 Do you see how they're continuing to process? 109 00:06:48,464 --> 00:06:51,474 They're confirming and denying it for themselves. 110 00:06:52,434 --> 00:06:54,414 The best way. 111 00:06:55,104 --> 00:06:57,414 Oh, y'all don't miss this today. 112 00:06:58,054 --> 00:06:59,834 The best way. 113 00:07:00,844 --> 00:07:08,924 For a child to learn something, truly learn it, truly create a core memory, 114 00:07:09,934 --> 00:07:18,804 truly get A learning deeply ingrained like riding a bike so that you never forget 115 00:07:20,084 --> 00:07:24,534 is for them to figure it out themselves. 116 00:07:26,504 --> 00:07:36,134 The more I tell as a teacher, the more they hear, but the more they tell me 117 00:07:36,194 --> 00:07:39,184 as a student, the more they learn. 118 00:07:43,554 --> 00:07:46,824 See, this is where we have a warped version of expectation. 119 00:07:47,624 --> 00:07:51,214 We think because we've told them 16 times. 120 00:07:52,549 --> 00:07:55,739 that Kay is going to have 35 on day five. 121 00:07:58,069 --> 00:08:01,069 We think that since we've told them that many times, that 122 00:08:01,069 --> 00:08:01,759 they're going to learn it. 123 00:08:02,389 --> 00:08:05,109 But that is not how children learn. 124 00:08:06,809 --> 00:08:09,379 What did Cheri say about the stove? 125 00:08:12,249 --> 00:08:14,629 And math isn't even a hot stove. 126 00:08:14,769 --> 00:08:17,659 It's not a hot stove and it's not a busy street. 127 00:08:18,609 --> 00:08:24,099 So we can open up this huge opportunity for risk taking and for 128 00:08:24,099 --> 00:08:27,569 kids to learn on their own and to figure it out themselves through the 129 00:08:27,569 --> 00:08:28,989 techniques that I'm teaching you. 130 00:08:29,339 --> 00:08:31,959 We can open up this huge opportunity 131 00:08:34,139 --> 00:08:35,359 without them getting hurt. 132 00:08:36,889 --> 00:08:38,949 Math is not a hot stove or a busy street. 133 00:08:40,064 --> 00:08:41,144 They're going to be okay. 134 00:08:42,304 --> 00:08:45,964 And success in learning only comes through struggle. 135 00:08:49,314 --> 00:08:52,414 You must experience struggle. 136 00:08:52,584 --> 00:08:55,514 Good, positive, healthy struggle 137 00:08:58,784 --> 00:09:00,114 to enjoy success. 138 00:09:01,884 --> 00:09:06,304 And what I'm modeling for you today is the way to facilitate 139 00:09:08,799 --> 00:09:13,599 Some of y'all are creating unhealthy struggle for your students. 140 00:09:14,099 --> 00:09:16,879 I've moved on and I've said, remember, I'm individualizing. 141 00:09:17,019 --> 00:09:19,939 How do we individualize and differentiate with one task? 142 00:09:20,439 --> 00:09:23,099 Now I'm moving on and I'm like, look, we keep start, we keep 143 00:09:23,099 --> 00:09:24,649 talking about the starting amount. 144 00:09:24,699 --> 00:09:26,749 The starting amount, okay? 145 00:09:27,709 --> 00:09:30,249 What day is the starting amount? 146 00:09:30,699 --> 00:09:39,029 This is the ultimate concept of rate and function at the secondary level. 147 00:09:40,229 --> 00:09:43,859 This is the ultimate concept of rate and function at the secondary level. 148 00:09:46,669 --> 00:09:54,574 Is what number is associated with the starting point, mathematically. 149 00:09:56,914 --> 00:10:02,474 Kids want the number one to be the starting number, and there are so many 150 00:10:02,484 --> 00:10:06,194 implications to that misunderstanding. 151 00:10:07,424 --> 00:10:15,054 The starting day, the starting amount is always zero. 152 00:10:15,744 --> 00:10:17,374 Day zero. 153 00:10:17,854 --> 00:10:21,674 For those of you that teach at the secondary level, the y 154 00:10:21,674 --> 00:10:25,639 intercept is the starting amount. 155 00:10:25,659 --> 00:10:33,549 It's the constant and the starting amount is on the y axis because that's 156 00:10:33,599 --> 00:10:36,559 always the value where x is zero. 157 00:10:37,049 --> 00:10:43,749 And if x is my day number, the starting amount is at day zero. 158 00:10:44,059 --> 00:10:53,034 And that is the conceptual understanding for y intercept or my constant term. 159 00:10:56,504 --> 00:10:59,934 Day one is tomorrow. 160 00:11:00,744 --> 00:11:03,764 Day one is tomorrow. 161 00:11:05,074 --> 00:11:06,364 Now I'm going to go back. 162 00:11:06,424 --> 00:11:09,624 Remember, I haven't confirmed or denied K with day five. 163 00:11:10,004 --> 00:11:13,764 Now I'm going to go back to K and I'm going to say, okay how much 164 00:11:13,824 --> 00:11:17,684 money does Kay have on day zero? 165 00:11:18,354 --> 00:11:19,874 Day zero. 166 00:11:19,884 --> 00:11:21,694 Day and dollar. 167 00:11:22,714 --> 00:11:24,474 Day zero. 168 00:11:26,404 --> 00:11:28,764 Watch what I'm doing deliberately and intentionally. 169 00:11:28,764 --> 00:11:30,184 I'm skipping some space here. 170 00:11:31,874 --> 00:11:36,294 Day zero, Kay has seven dollars. 171 00:11:37,434 --> 00:11:38,250 No, I'm sorry. 172 00:11:38,250 --> 00:11:39,202 Look at me. 173 00:11:39,202 --> 00:11:41,107 See, I totally messed that up. 174 00:11:41,107 --> 00:11:42,377 That was not intentional. 175 00:11:42,377 --> 00:11:42,694 Let 176 00:11:45,454 --> 00:11:48,924 me tell you this because this is what happens in my brain all the time. 177 00:11:49,754 --> 00:11:51,454 When I'm teaching kids. 178 00:11:51,904 --> 00:11:56,294 And when you're teaching kids, this type of facilitation is very 179 00:11:56,294 --> 00:11:58,434 difficult when you're not used to it. 180 00:11:59,534 --> 00:12:07,564 But as Krista said way early on today, look, I'm in such a habit of this model 181 00:12:07,564 --> 00:12:13,334 of instruction now that I'm asking keep thinking questions all the time to 182 00:12:13,334 --> 00:12:19,434 facilitate and I'm individualizing and like it's just so natural for me now that 183 00:12:19,434 --> 00:12:22,694 it's an easier way to teach mathematics. 184 00:12:24,964 --> 00:12:28,634 But if you're not at that point this is going to be very difficult because 185 00:12:28,634 --> 00:12:31,424 what's going to happen is you're going to be thinking of your next 186 00:12:31,424 --> 00:12:37,194 facilitation question as you're trying to facilitate the current reality. 187 00:12:37,614 --> 00:12:40,934 Which is just what happened to me because I started thinking about where 188 00:12:40,934 --> 00:12:44,664 we were moving to part three, which is the accessibility, which is where 189 00:12:44,664 --> 00:12:48,244 we're going to get to the sensory and the all of the stuff that Cheri is 190 00:12:48,244 --> 00:12:51,594 going to give us some great insight into the visual and all of that. 191 00:12:52,704 --> 00:12:54,784 Because right now this hasn't been sensory. 192 00:12:55,494 --> 00:12:58,124 It's been accessible. 193 00:12:58,644 --> 00:13:04,034 As far as sensemaking, but I haven't added that visual level yet. 194 00:13:04,214 --> 00:13:09,984 So I was thinking about that and I said, Oh, on day zero, K is going to have 7. 195 00:13:10,474 --> 00:13:12,494 So it happens to the best of us. 196 00:13:12,554 --> 00:13:14,864 Day zero, K has 0. 197 00:13:15,234 --> 00:13:16,424 What about tomorrow? 198 00:13:16,584 --> 00:13:18,214 Day 1, 7. 199 00:13:18,664 --> 00:13:20,774 Oh, 2 days from now, 14. 200 00:13:21,004 --> 00:13:24,524 Now, I can continue this table, and as I start doing this, then 201 00:13:24,534 --> 00:13:31,604 all the kids are like, It's 35, it's not 28, it's 35 on day 5. 202 00:13:33,019 --> 00:13:34,979 But see, that happens way later. 203 00:13:35,839 --> 00:13:38,029 I don't confirm and deny right away. 204 00:13:38,929 --> 00:13:42,839 I continue facilitating other things so kids can try to 205 00:13:42,839 --> 00:13:44,149 figure it out on their own. 206 00:13:45,519 --> 00:13:47,219 That is the way learning sticks. 207 00:13:47,749 --> 00:13:53,019 We're actually decreasing the memories that kids are making by 208 00:13:53,019 --> 00:13:54,759 confirming or denying too soon. 209 00:13:55,689 --> 00:13:58,389 We're not giving them enough think time, enough process time. 210 00:13:58,869 --> 00:14:01,309 And we're not giving them enough time to make sense. 211 00:14:02,504 --> 00:14:03,244 And reason. 212 00:14:05,524 --> 00:14:06,964 I hear teachers say this all the time. 213 00:14:07,024 --> 00:14:08,684 My kids just can't think on their own. 214 00:14:08,694 --> 00:14:09,524 They can't reason. 215 00:14:10,224 --> 00:14:10,804 You know why? 216 00:14:11,384 --> 00:14:11,984 You don't let them. 217 00:14:13,644 --> 00:14:17,074 You want them to do it, but you won't let them. 218 00:14:21,104 --> 00:14:22,564 This is hardcore today, guys. 219 00:14:23,414 --> 00:14:24,714 And I don't apologize for it. 220 00:14:27,524 --> 00:14:29,414 Then we do the same thing for Jesse. 221 00:14:30,814 --> 00:14:32,934 How much does Jesse have on day zero? 222 00:14:32,934 --> 00:14:33,464 Fifty. 223 00:14:34,044 --> 00:14:35,174 This is a little glitchy. 224 00:14:35,514 --> 00:14:37,134 How much does Jesse have tomorrow? 225 00:14:38,054 --> 00:14:40,924 Some kids want to add the 50 and the 5. 226 00:14:41,424 --> 00:14:42,434 We just work through that. 227 00:14:42,934 --> 00:14:45,194 Tomorrow, Jesse has 55. 228 00:14:45,514 --> 00:14:49,304 Two days from now, Jesse has 60. 229 00:14:51,444 --> 00:14:53,604 Now, let's say I'm like, okay, 230 00:14:56,154 --> 00:15:01,934 how much money did Jesse have yesterday. 231 00:15:03,514 --> 00:15:08,734 So what I might do, see, look at all of the questions that I've asked 232 00:15:08,784 --> 00:15:13,054 that I can increase or decrease the level of understanding for my kids. 233 00:15:13,254 --> 00:15:14,424 But here's a question. 234 00:15:14,634 --> 00:15:15,994 Here's a salty question. 235 00:15:16,184 --> 00:15:18,564 You can lead a horse to water, but can't make it drink. 236 00:15:19,044 --> 00:15:21,814 I can lead kids to learning, but I can't make it stick. 237 00:15:21,904 --> 00:15:22,774 I can't make them learn. 238 00:15:23,504 --> 00:15:25,134 I can make a horse thirsty, though. 239 00:15:25,144 --> 00:15:25,654 Guess what? 240 00:15:26,604 --> 00:15:27,524 I give it a salt lick. 241 00:15:29,064 --> 00:15:31,744 So what we need to be asking ourselves when we facilitate 242 00:15:31,754 --> 00:15:33,424 mathematics instruction is. 243 00:15:33,869 --> 00:15:36,159 Not, how do I make my kids learn? 244 00:15:36,459 --> 00:15:38,079 How do I make them thirsty? 245 00:15:40,499 --> 00:15:45,659 If you go back and listen to part one of Jesse and Kay, I've modeled exactly 246 00:15:45,659 --> 00:15:47,649 with one task how to make them thirsty. 247 00:15:48,159 --> 00:15:51,439 How to increase that focus and engagement, gain their perspective, 248 00:15:51,729 --> 00:15:54,739 tell me about, don't confirm or deny. 249 00:15:55,799 --> 00:15:57,469 How do we then individualize? 250 00:15:57,719 --> 00:16:04,449 We ask stop thinking and keep thinking questions randomly at different levels. 251 00:16:04,449 --> 00:16:04,509 Thanks. 252 00:16:06,464 --> 00:16:12,344 But with a stop thinking question, we don't confirm or deny immediately, so 253 00:16:12,344 --> 00:16:15,794 I'm giving you the exact step by step. 254 00:16:16,554 --> 00:16:20,234 And we can do this with lots of other tasks, just using Jessie 255 00:16:20,234 --> 00:16:22,084 and Kay today as an example. 256 00:16:22,874 --> 00:16:25,824 But the process is the same, no matter what task. 257 00:16:26,494 --> 00:16:30,074 This is probably the hardest part to individualize and differentiate 258 00:16:30,304 --> 00:16:35,234 as an instructor, because we don't know what questions to ask. 259 00:16:35,634 --> 00:16:39,134 And that's why I am always giving you sample questions. 260 00:16:40,184 --> 00:16:44,794 And when you're enrolled in the Tier 1 Interventions course, you will 261 00:16:44,794 --> 00:16:49,914 have slide decks and documents that have all of these sample questions. 262 00:16:49,914 --> 00:16:52,744 You also have Hear Me Teach, where I'm actually teaching and 263 00:16:52,744 --> 00:16:58,544 facilitating to kids, not adults, so you can actually pick up on all the 264 00:16:58,544 --> 00:17:00,704 questions and prompts that I give. 265 00:17:01,234 --> 00:17:03,534 How do you learn all of them for Jesse and Kay? 266 00:17:03,974 --> 00:17:07,804 There's not a complete comprehensive list, but I give you a bunch of 267 00:17:07,804 --> 00:17:12,494 examples, and you just need to pick out three or four of them, and every 268 00:17:12,504 --> 00:17:14,904 year, you adapt more and more of them. 269 00:17:16,154 --> 00:17:20,364 For you as a teacher to learn this model and to truly transform and 270 00:17:20,364 --> 00:17:24,834 transcend your instructional practices, that is going to make a difference. 271 00:17:25,134 --> 00:17:28,764 Tier 1 core general classroom accessible to everyone and 272 00:17:29,334 --> 00:17:31,484 fully successfully inclusion. 273 00:17:32,264 --> 00:17:36,494 The only way to do that is for you as a teacher to grow over time and I 274 00:17:36,524 --> 00:17:41,564 always say that individual teachers, it takes about 8 to 10 years to 275 00:17:41,614 --> 00:17:43,824 unbreak all of those old habits. 276 00:17:44,054 --> 00:17:46,714 We're teaching the way we were taught and that did not work 277 00:17:46,714 --> 00:17:48,014 for the majority of people. 278 00:17:49,334 --> 00:17:53,374 I got to say that's very true about occupational therapists as well. 279 00:17:56,234 --> 00:18:01,734 I was doing a lot of reflection this week on where I, as an 280 00:18:01,734 --> 00:18:05,454 OT, was doing interventions. 281 00:18:05,924 --> 00:18:16,644 And after delving into this product with you, how my interventions have shifted. 282 00:18:18,279 --> 00:18:26,139 And, for example, when I would go in to a kid's, I went to kids homes because 283 00:18:26,139 --> 00:18:29,329 I did cyber before cyber was known. 284 00:18:30,959 --> 00:18:35,579 I would go in, we'd do a gross motor activity, a warm up activity, then 285 00:18:35,589 --> 00:18:41,349 we would do some kind of lesson with some handwriting involved, and 286 00:18:41,349 --> 00:18:47,259 depending on how they performed, we would do a reward at the very end. 287 00:18:48,204 --> 00:18:52,964 Of the session, Don Teresa, does that sound like a typical thing 288 00:18:52,964 --> 00:18:54,424 that we've been trained to do? 289 00:18:55,454 --> 00:19:01,734 And I slowly started implementing things like 290 00:19:02,234 --> 00:19:03,684 Okay, what do you see? 291 00:19:03,684 --> 00:19:04,294 What do you notice? 292 00:19:04,295 --> 00:19:14,314 Tell me about, before I started doing the instruction, and they're looking at me 293 00:19:14,314 --> 00:19:17,524 like, what do you mean, what do I see? 294 00:19:18,784 --> 00:19:24,924 And I'm on a one to one basis, not a whole classroom, and the kids are looking 295 00:19:24,924 --> 00:19:27,344 at me like, what do you want from me? 296 00:19:27,944 --> 00:19:32,524 Because we don't usually do this and they are there. 297 00:19:32,534 --> 00:19:39,494 They were very slow and picking up the change, but yet it was empowering them 298 00:19:39,494 --> 00:19:47,299 because it was, I was facilitating what they understood versus what I understood. 299 00:19:47,779 --> 00:19:48,739 I understood. 300 00:19:49,749 --> 00:19:50,929 I thought they understood. 301 00:19:51,549 --> 00:19:58,129 So I would take a vertical line and a circle, put them out there. 302 00:19:58,309 --> 00:19:59,079 What do you see? 303 00:19:59,079 --> 00:19:59,899 What do you notice? 304 00:20:00,249 --> 00:20:02,069 What if we put them together here? 305 00:20:03,369 --> 00:20:05,079 Oh, it's a B. 306 00:20:05,364 --> 00:20:06,714 What about here? 307 00:20:06,734 --> 00:20:08,294 Oh, it's a P! 308 00:20:08,634 --> 00:20:12,734 Oh, what if we flipped it and put it on this side and started 309 00:20:12,844 --> 00:20:15,674 to work at it from that angle? 310 00:20:16,294 --> 00:20:20,924 We flipped the script a little bit with the literacy. 311 00:20:22,309 --> 00:20:28,749 Now, if you were with us on Wednesday night, we talked about numbers and some 312 00:20:28,749 --> 00:20:33,909 of the things that happen and change with children's understanding of number. 313 00:20:34,479 --> 00:20:38,209 This is Cedric, your AI Assistnat for Tier 1 Interventions Workshops. 314 00:20:38,559 --> 00:20:40,449 Jonily and Sheri thank you for listenting. 315 00:20:40,569 --> 00:20:43,969 You have been listening to Part two of the Reference Task Jesse and Kay. 316 00:20:44,659 --> 00:20:48,029 Parts 3 and 4 are included in our Mastery Math Method course. 317 00:20:48,149 --> 00:20:55,579 Now available online at https://disabilitylabs.com/courses/tier-1-interventions-workshops. 318 00:20:56,529 --> 00:20:57,419 We hope to see you there. 319 00:20:57,629 --> 00:21:00,289 We want to wish you a very Merry Christmas, Happy 320 00:21:00,289 --> 00:21:02,089 hanukkah, and Happy New Year. 321 00:21:03,049 --> 00:21:05,929 We will not be publishing a podcast episode for Christmas 322 00:21:05,929 --> 00:21:09,489 Eve or New Year's Eve to give our staff a much needed vacation. 323 00:21:10,429 --> 00:21:12,259 We look forward to seeing you in the new year.