1 00:00:05,400 --> 00:00:08,100 Cheri Dotterer: Good morning. Welcome to tier one 2 00:00:08,100 --> 00:00:11,220 interventions with jonily Zupancic and Cheri dotterer. 3 00:00:11,280 --> 00:00:15,780 Jonily : Hey, jonily Zupancic here, Jay Z in the house today, 4 00:00:16,620 --> 00:00:21,500 and tier one interventions is really about strengthening our 5 00:00:21,500 --> 00:00:27,200 core in schools. If you think about your body, our overall 6 00:00:27,200 --> 00:00:33,260 health really depends on our core and our core strength in 7 00:00:33,260 --> 00:00:39,980 schools, our core is our tier one, general classroom, general 8 00:00:39,980 --> 00:00:43,900 ed teacher with intervention specialist or other support 9 00:00:43,900 --> 00:00:50,020 personnel in the classroom and inclusive model serving all kids 10 00:00:50,080 --> 00:00:53,920 at the same time. So tier one interventions is about the 11 00:00:53,920 --> 00:00:57,640 instructional strategies that are going to enhance and 12 00:00:57,640 --> 00:01:01,800 maximize the learning for all students, regardless of ability 13 00:01:01,860 --> 00:01:10,380 or disability, tier one needs to be strong enough to make certain 14 00:01:10,380 --> 00:01:14,880 that all ability levels of students get their needs met. 15 00:01:14,880 --> 00:01:17,640 And I know this can seem really overwhelming for the general 16 00:01:17,640 --> 00:01:22,400 classroom teacher, however, tier one interventions is all about, 17 00:01:22,400 --> 00:01:28,100 what are those techniques? Those techniques have to do with the 18 00:01:28,100 --> 00:01:35,180 student body, brain and emotion, and how do we get all three of 19 00:01:35,180 --> 00:01:38,600 those things ready to learn the content we get this question all 20 00:01:38,600 --> 00:01:45,340 the time. Are your strategies research based? That's a big 21 00:01:45,340 --> 00:01:49,240 topic. How do I know that this is going to work? What's it 22 00:01:49,240 --> 00:01:54,160 grounded in? And my answer to that is absolutely yes. 23 00:01:54,580 --> 00:01:58,780 Everything we're teaching for this core, general classroom is 24 00:01:58,780 --> 00:02:01,260 research based. Now we have to define what research based 25 00:02:01,260 --> 00:02:04,140 means, and then I've just given you all of the examples of it. 26 00:02:04,740 --> 00:02:13,380 Research based is the work that we do. Is it grounded in the 27 00:02:13,380 --> 00:02:16,620 Mighty Hands of giants that have come before us? And what that 28 00:02:16,620 --> 00:02:24,140 means is the research and the work that others have done. How 29 00:02:24,140 --> 00:02:29,240 has that then impacted or affected the parallels and the 30 00:02:29,240 --> 00:02:34,340 strategies that we teach research based is about looking 31 00:02:34,340 --> 00:02:38,480 at these influences. I mentioned one other book, make it stick. 32 00:02:38,960 --> 00:02:47,200 Make It Stick. Make It Stick is a number of researched 33 00:02:47,260 --> 00:02:52,660 strategies for cognitive science, and all of the 34 00:02:52,660 --> 00:02:59,320 strategies that Sherry and I are teaching are supported through 35 00:03:00,220 --> 00:03:07,440 the strategies that at the university level are taught in 36 00:03:07,440 --> 00:03:11,700 the book make it stick, and in other places, about how to 37 00:03:11,700 --> 00:03:18,960 trigger and stimulate good, just right, cognitive demand. 120 38 00:03:19,380 --> 00:03:25,520 chart is mathematical tier one intervention strategy. Even 39 00:03:25,520 --> 00:03:31,160 though it's the second one we're talking about, I would say that 40 00:03:31,160 --> 00:03:37,580 it's the most powerful and most important. What are we trying to 41 00:03:37,580 --> 00:03:42,520 do in the core classroom for mathematics? The ultimate goal 42 00:03:42,580 --> 00:03:46,000 is to improve student number sense. Number Sense is the 43 00:03:46,000 --> 00:03:50,080 innate, intuitive understanding of number number sense cannot be 44 00:03:50,080 --> 00:03:53,920 taught. It can only, only be learned and experienced. Our 45 00:03:53,920 --> 00:03:57,520 instructional techniques are absolutely essential when we're 46 00:03:57,520 --> 00:04:00,720 trying to improve a student's number sense, because I cannot 47 00:04:00,720 --> 00:04:05,040 explicitly teach this. I can only engage them in repetitive 48 00:04:05,460 --> 00:04:11,280 good the 120 chart connects to dozens and dozens of standards 49 00:04:11,280 --> 00:04:15,840 from kindergarten through high school. And what we're going to 50 00:04:15,840 --> 00:04:21,800 share with you today is all of the standards and targets that 51 00:04:21,800 --> 00:04:31,400 the 120 chart can expose for our students. The 120 chart is a 52 00:04:31,400 --> 00:04:35,240 chart that has 120 numbers on it. It's as simple as that we're 53 00:04:36,500 --> 00:04:40,780 going to walk through each of the interactions that we take 54 00:04:40,780 --> 00:04:44,680 students through with this chart I'm going to share with you 55 00:04:44,680 --> 00:04:48,340 interaction one, which is just introducing the 120 chart to our 56 00:04:48,340 --> 00:04:54,580 students. And when I say interactions, we know that our 57 00:04:54,880 --> 00:04:58,480 strongest math students, that may even be identified as 58 00:04:58,480 --> 00:05:02,580 gifted, May. Need one or two interactions with something 59 00:05:02,580 --> 00:05:05,280 before forever learning happens. They're going to know it 60 00:05:05,280 --> 00:05:09,360 forever. Bright students who are not gifted, there is a distinct 61 00:05:09,360 --> 00:05:12,480 difference between gifted students and bright students. 62 00:05:13,080 --> 00:05:17,280 Gifted students love learning, don't like school. Bright 63 00:05:17,280 --> 00:05:22,160 students love school, don't necessarily like learning. 64 00:05:22,520 --> 00:05:26,360 They're almost polar opposites. Bright students oftentimes 65 00:05:26,360 --> 00:05:32,120 appear to achieve higher because they work harder. They are 66 00:05:32,180 --> 00:05:37,580 teacher pleasers. They want to do well. Gifted students don't 67 00:05:37,640 --> 00:05:43,600 have a care about any of that. However, gifted students have 68 00:05:43,720 --> 00:05:48,220 this stronger, innate, intuitive sense of numbers. How do I know 69 00:05:48,220 --> 00:05:51,700 this? Because for a number of years I studied my gifted 70 00:05:51,700 --> 00:05:56,080 students, I do not think like gifted students think in 71 00:05:56,080 --> 00:06:00,520 mathematics. I studied my gift and gifted students and tried to 72 00:06:00,760 --> 00:06:04,380 extract the way that they thought about mathematics and 73 00:06:04,380 --> 00:06:10,980 most of the techniques and tasks that I share with teachers 74 00:06:10,980 --> 00:06:16,320 today, I learned from my gifted kids, they have a really savvy 75 00:06:16,320 --> 00:06:20,480 sense of number, but bright students might need five to 76 00:06:20,480 --> 00:06:24,920 seven interactions with the same thing before they have this 77 00:06:24,920 --> 00:06:28,280 forever learning. Bright students will give themselves 78 00:06:28,280 --> 00:06:32,060 the their own interactions, because they tend to work above 79 00:06:32,060 --> 00:06:35,780 and beyond. So they get more interactions, regardless of 80 00:06:35,780 --> 00:06:39,380 whether those are provided in the classroom. I'm going to skip 81 00:06:39,380 --> 00:06:42,040 all the way to our struggling students, maybe students with 82 00:06:42,340 --> 00:06:47,380 learning disabilities or lower cognitive abilities, or students 83 00:06:47,380 --> 00:06:50,860 that have some kind of brain disconnect, or students with 84 00:06:50,860 --> 00:06:55,360 ADHD, or any of those students that struggle in the regular 85 00:06:55,360 --> 00:07:00,480 general classroom, they may need 60 to 100 interactions with the 86 00:07:00,480 --> 00:07:05,100 same thing before they truly learn it. 66, zero, 60 to 100 87 00:07:05,760 --> 00:07:11,100 sometimes 200 or 300 and this is where tier one mathematics, the 88 00:07:11,100 --> 00:07:15,780 general classroom, falls short. The way that we typically teach 89 00:07:15,840 --> 00:07:19,380 mathematics in the general classroom is we teach one topic 90 00:07:19,380 --> 00:07:21,980 at a time, and all the repetition is done in a 91 00:07:21,980 --> 00:07:29,840 condensed two or three week cycle, whereas in the model that 92 00:07:29,840 --> 00:07:35,180 we're presenting to you, we identify the essential 93 00:07:35,180 --> 00:07:40,180 mathematics that we're going to do through the 120 chart, and 94 00:07:40,180 --> 00:07:44,320 once we identify the essential mathematics, those topics are 95 00:07:44,320 --> 00:07:48,400 cycled in every single month. I call this interaction one 96 00:07:48,400 --> 00:07:51,340 because this is the first interaction at the beginning of 97 00:07:51,340 --> 00:07:55,420 the school year that kids experience 120 chart. And then 98 00:07:55,420 --> 00:07:58,900 throughout the school year, 120 chart is brought back up maybe 99 00:07:58,900 --> 00:08:03,240 once a week, once a month, three times a year, and then every 100 00:08:03,240 --> 00:08:08,460 year after that, if your school and district really create this 101 00:08:08,460 --> 00:08:11,880 progressive, consistent approach, the way that we get 102 00:08:11,880 --> 00:08:15,660 more interactions over time for kids is we focus on the same 103 00:08:15,660 --> 00:08:20,600 task. Today's example is 120 chart, very powerful, and we 104 00:08:20,600 --> 00:08:24,080 allow students to interact with this task multiple times 105 00:08:24,080 --> 00:08:29,840 throughout the year and every year from preschool through high 106 00:08:29,840 --> 00:08:35,300 school. So the first thing that I will do when I introduce 120 107 00:08:35,600 --> 00:08:40,480 chart, and here's a visual of it, 120 chart, it's 10 numbers 108 00:08:40,480 --> 00:08:45,820 in each row. So we have 12 rows, 120 numbers, and I'll ask 109 00:08:45,820 --> 00:08:50,080 students and prompt them with my favorite three words, tell me 110 00:08:50,080 --> 00:08:53,860 about the 120 chart. This allows me to do exactly what I was 111 00:08:53,860 --> 00:08:58,240 talking about before, which is, gain students perspective. Let 112 00:08:58,240 --> 00:09:01,980 them know they belong. Let them have an opportunity to process 113 00:09:01,980 --> 00:09:08,280 and think and shift their cognitive demand naturally to 114 00:09:08,280 --> 00:09:12,720 their just right spot. And then I will ask students to share. 115 00:09:13,020 --> 00:09:15,480 What do you notice about the 120 chart? 116 00:09:16,680 --> 00:09:19,920 Cheri Dotterer: Now, Hey, everybody, sit back and listen 117 00:09:19,920 --> 00:09:24,860 to the hear me teach segment of the 120 chart? 118 00:09:27,200 --> 00:09:31,160 Jonily : All right, excellent. We are grade six, and we are 119 00:09:31,160 --> 00:09:37,760 going to come back to 120 chart. There are many math discoveries 120 00:09:37,760 --> 00:09:42,040 that can be made from the 120 chart. We have explored this a 121 00:09:42,040 --> 00:09:46,180 number of times, but we're going to go deep today. Let's first 122 00:09:46,360 --> 00:09:52,360 recall, retrieve. Raise your hand to tell me what discoveries 123 00:09:52,360 --> 00:09:58,000 can be made with the 120 chart, what mathematical phenomenon can 124 00:09:58,000 --> 00:10:04,380 be unpacked. Tell. Me about the 120 chart. Start us off. Emma, 125 00:10:08,760 --> 00:10:13,020 oh my gosh, perfect. Yep, perfect. Lauren, you can find 126 00:10:13,020 --> 00:10:17,460 anything. Do you multiply? The one that we do most is finding 127 00:10:17,460 --> 00:10:21,200 out if eight, if you want to multiply the eight. What do we 128 00:10:21,200 --> 00:10:25,820 have? Though, fantastic, yeah, because I get real cranky about 129 00:10:25,820 --> 00:10:29,840 eight. Real cranky about eight. And we'll talk about why in just 130 00:10:29,840 --> 00:10:32,960 a moment. What else can you tell me about our experiences with 131 00:10:32,960 --> 00:10:36,740 120 chart. What else can you tell me about our experiences 132 00:10:36,740 --> 00:10:41,320 with 120 gonna try, yeah. Kendall, I 133 00:10:41,680 --> 00:10:44,500 Unknown: was gonna say, I was gonna say that, if it's not a 134 00:10:44,920 --> 00:10:48,820 number, what number could get to? Oh, love 135 00:10:48,820 --> 00:10:51,520 Jonily : it so much. Fifth grade, stay quiet, because we're 136 00:10:51,520 --> 00:10:55,300 doing math here. Sixth grade. Kendall, you said something 137 00:10:55,300 --> 00:10:56,560 really great. Say it again. Is 138 00:10:57,220 --> 00:10:59,920 Unknown: it not a whole number? What number would be like? What 139 00:11:01,660 --> 00:11:03,720 would not be a whole number? A whole number that would get 140 00:11:05,220 --> 00:11:10,680 Jonily : so we have to then, and that's really the gist of 120 is 141 00:11:10,680 --> 00:11:15,720 skip counting, and then the goal is to land on 100 but what 142 00:11:15,720 --> 00:11:18,720 Kendall is saying, she said it really nicely. What if it 143 00:11:18,720 --> 00:11:22,460 doesn't land on 100 then we have to talk about parts of skip 144 00:11:22,460 --> 00:11:27,260 counts. Now there's a reason I get cranky about eight what I'm 145 00:11:27,260 --> 00:11:30,380 going to do is I'm going to give you this chart get cranky about 146 00:11:30,380 --> 00:11:33,140 and the first thing I want you to do is turn to the back of 147 00:11:33,140 --> 00:11:37,280 this chart and I'm going to tell you the something I want you to 148 00:11:37,280 --> 00:11:42,400 write on the back of this chart. Now don't say this out loud, but 149 00:11:42,400 --> 00:11:50,440 on the back of this chart, I want you to write down the 150 00:11:50,440 --> 00:11:56,620 decimal number for one. Don't say this out loud, but on the 151 00:11:56,620 --> 00:12:06,300 back of this chart, I want you to write down the decimal number 152 00:12:06,660 --> 00:12:13,020 for one. Don't say this out loud, but on the 1/8 on the back 153 00:12:13,020 --> 00:12:21,200 of your chart, I don't want to know what your neighbor knows on 154 00:12:21,200 --> 00:12:25,280 the back of your chart, I want you to write down the decimal 155 00:12:25,280 --> 00:12:37,040 number that is equivalent to 1/8 on the back of your chart. You 156 00:12:37,040 --> 00:12:40,360 know, write down the decimal number not what your neighbor 157 00:12:40,360 --> 00:12:50,320 thinks the decimal number that is equivalent to 1/8 you know, 158 00:12:50,320 --> 00:12:54,340 write down the decimal number, not what you're now if you wrote 159 00:12:54,340 --> 00:12:58,540 a decimal that has an eight in it, that is not correct. And 160 00:12:58,540 --> 00:13:01,380 this is why I get cranky with eight when we're looking at 161 00:13:01,380 --> 00:13:06,300 fractions, and this is why I get crazy. Every fraction has a 162 00:13:06,300 --> 00:13:13,500 decimal number and a percent number that is equivalent. And 163 00:13:13,500 --> 00:13:21,260 1/8 is not 8% and it's not 80% and it's not 18% it's nothing 164 00:13:21,260 --> 00:13:25,160 with an eight in it. This is where the 120 chart comes in. So 165 00:13:25,160 --> 00:13:28,040 go to the front of your chart. Go to the front of your chart. 166 00:13:29,300 --> 00:13:32,780 The denominator of our fraction tells us exactly what you were 167 00:13:32,780 --> 00:13:37,460 telling me about. It is our skip counting number. So circle the 168 00:13:37,460 --> 00:13:41,020 numbers that when you skip count by eight you land on. You should 169 00:13:41,020 --> 00:13:44,080 be really good at this by now, because we've done this with 170 00:13:44,080 --> 00:13:48,880 eights a lot. So go ahead and circle the numbers when you skip 171 00:13:48,880 --> 00:13:53,500 count by eights. And here's another thing, that if you're 172 00:13:53,500 --> 00:13:58,600 doing this at this point, you are not only glitched, but you 173 00:13:58,600 --> 00:14:06,600 really have huge math deficits. You are not circling 818, 2838 174 00:14:08,580 --> 00:14:13,500 if you did that, you are way off. So you're skipped counting 175 00:14:13,500 --> 00:14:21,500 by eight. So that would be eight, and then what 1624, and 176 00:14:21,620 --> 00:14:27,860 32 good. Go ahead and stop. Just do those on your own. And we're 177 00:14:27,860 --> 00:14:39,320 trying to answer two questions. Number one, how many counts? By 178 00:14:39,320 --> 00:14:46,000 eight to land on 100 and we're going to have to go with what 179 00:14:46,000 --> 00:14:49,660 Kendall said. We're going to have to go with what Kendall 180 00:14:49,660 --> 00:14:56,500 said, and that is, we might have parts of a count. The second 181 00:14:56,500 --> 00:15:08,340 question is, do. How much money is 1/8 of $1 because that's 182 00:15:08,340 --> 00:15:12,660 going to tell us the exact decimal equivalent. So to back 183 00:15:12,660 --> 00:15:15,960 up, if you need a refresher, to back up, if we want to refresh 184 00:15:15,960 --> 00:15:20,100 all this, we're on our 120 chart. We're skip counting by 185 00:15:20,100 --> 00:15:24,320 what number eight? So circle the numbers when you skip count by 186 00:15:24,320 --> 00:15:29,600 eight. So you circle eight and then 1624, 32 and keep going. 187 00:15:32,060 --> 00:15:36,380 Does eight land on 100 No, so we're going to have to use 188 00:15:36,380 --> 00:15:41,500 Kendall strategy. We're going to need part of a number. So what 189 00:15:41,500 --> 00:15:47,380 number does eight land on 96 and yeah 104 You're right. How many 190 00:15:47,380 --> 00:15:54,580 skip counts by eight lands on 9612 and then 104 is 13. So it's 191 00:15:54,580 --> 00:16:01,440 somewhere between 12 and 13. Good. 100 is exactly halfway. 192 00:16:02,640 --> 00:16:09,180 Yes, if I say how many skip counts? Does it take? That is 12 193 00:16:09,180 --> 00:16:13,980 and a half. But how much money is an eighth of $1 how many 194 00:16:13,980 --> 00:16:19,920 cents? 12.5 cents? But where does the decimal go? If I want 195 00:16:19,920 --> 00:16:27,500 to show 12 cents. Caleb, $0 and how much? How do I show 12 cents 196 00:16:27,980 --> 00:16:32,960 to the decimal go if I want to show 12 cents, Caleb, point 197 00:16:33,980 --> 00:16:40,280 decimal, 12. How much money is that? 0.12? How much money? 12 198 00:16:40,280 --> 00:16:44,980 cents, and we could put a half, or what decimal number means a 199 00:16:44,980 --> 00:16:50,920 half? Tell me five. So the decimal equivalent for 1/8 is 200 00:16:50,920 --> 00:16:59,980 0.125 and that is the exact number of skip counts that land 201 00:16:59,980 --> 00:17:05,160 on 100 that's the exact number of skip. Now we've done the 120 202 00:17:05,460 --> 00:17:06,000 chart how 203 00:17:06,720 --> 00:17:09,780 Cheri Dotterer: generally goes on and teaches for another 15 or 204 00:17:09,780 --> 00:17:13,680 20 minutes or so. If you are interested in hearing the rest 205 00:17:13,680 --> 00:17:18,000 of that conversation, we recommend that you join tier one 206 00:17:18,180 --> 00:17:23,360 interventions workshop. That is a workshop that we host live 207 00:17:23,420 --> 00:17:30,080 once a month with the next episode will be in September. So 208 00:17:30,080 --> 00:17:35,480 if you're hearing re listening to this after September of 2024 209 00:17:36,740 --> 00:17:41,800 you will have to go back and listen to that episode later. 210 00:17:42,820 --> 00:17:46,060 However, we are recording them. We are putting them in a portal. 211 00:17:46,060 --> 00:17:51,880 You will be able to listen to the full episodes inside the 212 00:17:51,880 --> 00:17:55,540 course platform. So if you are interested in learning more 213 00:17:55,540 --> 00:17:59,620 about the hear me teach segments. We have multiple 214 00:17:59,620 --> 00:18:04,260 versions inside the course, we look forward to hearing from you 215 00:18:04,740 --> 00:18:11,520 and and hope that these episodes are helping you understand some 216 00:18:11,520 --> 00:18:15,720 math concepts in a new way. This has been cheri dotterer from 217 00:18:15,780 --> 00:18:20,100 tier one interventions. Have a blast of a summer. Thanks. You.