WEBVTT Kind: captions Language: en 00:00:20.779 --> 00:00:23.049 Even consider for elementary school. 00:00:23.750 --> 00:00:27.639 Then in 2018 we got one of those OTF 00:00:28.310 --> 00:00:30.130 emails that say hey, do you want to try 00:00:30.130 --> 00:00:35.050 do you want to do one of these webinars and I saw the word again spiraling into control. 00:00:36.350 --> 00:00:40.030 Facilitated by Mary-Kay Goindi. It was an eye-opening experience 00:00:40.750 --> 00:00:45.849 about the way we learn and about the way we can infuse their teaching with this kind of theory. 00:00:45.850 --> 00:00:52.570 And so I hope that tonight I can inspire you with that same kind of fervor that you can realize, wow 00:00:52.570 --> 00:00:57.430 I am NOT teaching these students to learn. I am teaching for them to perform 00:00:58.189 --> 00:01:00.399 and that's I need to make a change 00:01:00.400 --> 00:01:01.430 And so I 00:01:01.430 --> 00:01:02.439 took this book 00:01:02.439 --> 00:01:06.159 so I'll just show it to you because I don't know if it's copyright for me to actually post the book up but this is 00:01:06.159 --> 00:01:13.239 the book it's called "Make It Stick: The Science of Successful Learning by Peter Brown, Henry Roediger III and Mark McDaniel. 00:01:13.759 --> 00:01:17.259 So Mary-Kay in the OTF webinar had referenced this book 00:01:17.299 --> 00:01:21.188 which I promptly ordered and I devoured it. Within the first two chapters 00:01:21.189 --> 00:01:25.779 I knew I was already hooked with this new paradigm of spiraling teaching and learning. 00:01:25.780 --> 00:01:31.960 I read about study after study about how they compared the uses of spacing or learning, interleaving your learning, and 00:01:32.329 --> 00:01:35.288 varying the activities with traditional methods of learning. 00:01:40.219 --> 00:01:43.119 Also there, it's another a YouTube video. 00:01:43.119 --> 00:01:44.020 I won't play it now. 00:01:44.020 --> 00:01:49.569 But I gave you the link in the slide deck and it's called "Spiraling the curriculum to get sticky learning". Kristin Phillips. 00:01:49.569 --> 00:01:51.999 She's a teacher. She's a principal. Math administrator. 00:01:51.999 --> 00:01:53.299 She's currently an 00:01:53.299 --> 00:02:00.248 international math advisor. Her TEDx talk on spiraling the curriculum to get sticky learning is such an excellent video to watch as an 00:02:00.350 --> 00:02:04.030 introduction for spiraling. If you have not, if you don't know much about spiraling 00:02:04.030 --> 00:02:09.789 I would highly suggest take some time after we're done our session today to watch that YouTube video. 00:02:11.569 --> 00:02:12.980 Also 00:02:12.980 --> 00:02:20.380 recently just last month. I picked up my education update and what do I see here "Powerful Learning Is All About 00:02:21.590 --> 00:02:22.670 Retrieval". 00:02:22.670 --> 00:02:26.259 And it's cognitive science scientist Pooja Agarwal. 00:02:26.260 --> 00:02:33.489 She considers that question once students have learned a key concept how often do they practice it? 00:02:34.030 --> 00:02:36.130 It's all about spiraling once again. 00:02:37.100 --> 00:02:40.269 Also another influence of mine the amazing Kyle Pearce. 00:02:40.270 --> 00:02:46.959 Um, he he whenever I whenever you have a chance to watch him in a future OAME conference take the time. 00:02:46.959 --> 00:02:54.309 He is a master teacher with his three act lessons and I've learned so much from him and he has a three part video course 00:02:54.860 --> 00:02:58.690 which helped me to organize this presentation today to streamline some of my resources. 00:02:58.940 --> 00:03:03.369 But take the time also to go through a three part course, it's free. 00:03:03.739 --> 00:03:08.619 And you can take a look at some of the videos and some of the theory behind why we spiral. 00:03:09.230 --> 00:03:11.230 So hopefully 00:03:11.600 --> 00:03:15.459 that's why. Now, I'm going to talk about how to spiral. 00:03:15.470 --> 00:03:18.519 So this is going to be a little bit of theory again 00:03:18.890 --> 00:03:23.860 and how to kind of combine all of the why why do we do what we do and 00:03:24.319 --> 00:03:30.879 and how to do it. So first step find a friend. It's difficult to start always something new without 00:03:31.459 --> 00:03:34.238 having a colleague, a grade level partner, a 00:03:34.790 --> 00:03:41.110 principal, a mentor, someone to reach out in the math department at your board, or find a community through Twitter or 00:03:41.390 --> 00:03:44.919 connect with me. So @GLewisOCT. Tag me. 00:03:45.620 --> 00:03:50.620 Anytime you have something you wanted to talk about, a showcase. Feel free. Even if it's something small 00:03:50.620 --> 00:03:52.180 I will celebrate with you. 00:03:52.180 --> 00:03:56.890 We all have to start with one little step and hopefully you can take that step tonight. 00:03:56.890 --> 00:04:02.019 If it's just ordering the book or reading a little bit more or joining Kyle Pearce's 00:04:02.840 --> 00:04:04.130 three-part 00:04:04.130 --> 00:04:09.880 spiraling math class online or just connecting with me. That's an awesome start to your spiral journey. 00:04:10.850 --> 00:04:14.169 So here is the meat of spiraling. 00:04:14.299 --> 00:04:16.299 So in order to promote 00:04:16.459 --> 00:04:24.038 sticky learning which means learning that is sticky and retained. You want to consider these three changes to your pedagogy. 00:04:24.560 --> 00:04:25.820 Number one 00:04:25.820 --> 00:04:32.349 spacing out the learning so that you leave gaps in between the same topic. Number two. 00:04:32.350 --> 00:04:38.859 Interleave the learning so that you mix up the topics. And the number three. You vary the learning so that you 00:04:38.860 --> 00:04:42.700 provide many different modes of showing that particular learning. 00:04:43.700 --> 00:04:48.479 The first is called spacing. This is the opposite of massed practice. 00:04:49.180 --> 00:04:53.039 So let's consider this unit. So let's take this three-week unit. 00:04:53.039 --> 00:04:56.399 So at the top we have ten lessons that are part of this unit. 00:04:56.440 --> 00:05:03.329 You might give two review quizzes at the end of each week. And then you have a massive unit test on that last Friday. 00:05:03.550 --> 00:05:06.479 Yeah students do well. Their brains are focused. 00:05:06.699 --> 00:05:11.609 Most of them achieve where you want them to be. You pat yourself on the back. You check off the curriculum 00:05:11.710 --> 00:05:17.819 documents and your long-term plans, you're saying, yeah, that was a great unit. And then what happens on Monday 00:05:18.400 --> 00:05:23.549 after that test? And many of you who have crammed through university exams, you know 00:05:23.550 --> 00:05:31.229 what happens. You forget it all so that you could just make space for that next exam or unit or whatever else you're learning. 00:05:32.139 --> 00:05:34.589 So let's consider the space unit 00:05:34.599 --> 00:05:41.639 This is now where we stretch out the learning over a longer period of time. In this case six weeks. 00:05:42.639 --> 00:05:49.829 Ambitiously, you can even consider spacing that particular unit across the whole term or even the school year. 00:05:50.409 --> 00:05:54.509 Now embedded, notice that I have embedded low stakes quizzing. 00:05:54.509 --> 00:05:57.179 I just throw quizzing in there along with lessons 00:05:57.219 --> 00:06:04.379 that allow students to feel like there's still time to build and that there's still time to practice the learning. 00:06:04.690 --> 00:06:09.959 There's time to give descriptive feedback after a quiz to discuss strategies. 00:06:10.060 --> 00:06:14.609 There's time to review that topic before that summative evaluation. 00:06:14.610 --> 00:06:19.500 And there's especially time to adjust ones goals from week to week. 00:06:23.110 --> 00:06:25.110 Why does this happen? So a 00:06:25.810 --> 00:06:28.259 scientist, a German psychologist, Hermann Ebbinghaus, 00:06:28.990 --> 00:06:33.389 he conducted experiments about memory and the idea of spacing out learning. 00:06:33.490 --> 00:06:37.740 He identified these patterns in publications from the 1880s. 00:06:38.500 --> 00:06:40.500 His research, what he did he was he took 00:06:41.020 --> 00:06:43.020 nonsense three letter words a 00:06:43.120 --> 00:06:50.039 consonant vowel consonant and he tried to memorize them and he gave them to subjects to memorize this list of three-letter words. And then 00:06:50.409 --> 00:06:52.409 take a look in the red line. 00:06:52.960 --> 00:07:00.779 What happens if you learned something from day one, and it's never reviewed? After the first day that learning dropped to 50% 00:07:01.330 --> 00:07:05.830 after day one and by the sixth day the words were pretty much forgotten. 00:07:06.680 --> 00:07:13.180 He found that when learning was repeated similar to like flashcards or repetition, 00:07:13.669 --> 00:07:17.589 he found that memory improved but for a lasting 00:07:17.960 --> 00:07:23.979 learning, for lasting memory that learning had to be spaced out rather than crammed in. 00:07:26.689 --> 00:07:32.499 Part of this is what we call the desirable difficulty. How hard is it to actually learn something that first time? 00:07:32.960 --> 00:07:34.989 So cognitive scientist Robert Bjork, 00:07:34.990 --> 00:07:40.930 he describes this counterintuitive process that says that there's the ways of learning feel less 00:07:41.150 --> 00:07:45.519 effective, the ways of learning that are more difficult to learn initially, 00:07:45.740 --> 00:07:49.180 makes it easier to recall and apply at a later time. 00:07:49.759 --> 00:07:56.919 Which means the harder it is for you to encode something into your brain the easier it is to retrieve later on. 00:07:58.009 --> 00:08:03.098 So what that means is if you have the students have time to forget 00:08:04.129 --> 00:08:11.468 then it means that they have to have that opportunity, that brain power to relearn what they just forgot. 00:08:12.169 --> 00:08:17.559 And even though that sounds painful and even though that sounds difficult and you will hit those obstacles, you'll get those students 00:08:17.560 --> 00:08:19.750 that'll be like I forgot, I forgot, right 00:08:20.539 --> 00:08:24.128 when you practice it and you try it again after two days 00:08:24.710 --> 00:08:30.669 you'll see and I've in my practice, the review sections at the end of the three weeks go by 00:08:31.039 --> 00:08:35.348 seamlessly because it seems like the class remembers the whole chapter. 00:08:35.719 --> 00:08:42.909 Even if it's three chapters all on top of each other during that review review session. 00:08:43.789 --> 00:08:46.778 So let's just go back to these analogies before I go to some questions. 00:08:46.910 --> 00:08:49.660 So let's go back to the learning a language or learning how to cook. 00:08:49.910 --> 00:08:56.140 Let's say you spent one week intensive learning immersion and then you didn't practice that language afterwards. 00:08:57.470 --> 00:09:02.380 The short-term effect might be quite positive. You can see that you're talking and you can converse really quickly. 00:09:02.750 --> 00:09:06.099 But you might realize after a month after being in that immersion 00:09:06.529 --> 00:09:11.588 you start to lose it pretty quickly. If you're not practicing it every single day or every single week. 00:09:12.470 --> 00:09:18.139 Its that continual practice whether you're cooking every week or you're practicing the language every week that 00:09:19.050 --> 00:09:26.870 that refinement practice and the forgetting between each sessions that makes that learning stick. 00:09:28.680 --> 00:09:31.849 I've almost finished the space part and then I'll get to some questions. 00:09:32.520 --> 00:09:38.900 So this is the question or we always ask rhetorically to our students you forgot, didn't you? 00:09:39.240 --> 00:09:45.349 Let's not shame forgetting. Let's this use this as an opportunity to encode again. 00:09:45.960 --> 00:09:51.259 Let's not say I taught you this last week. Let's say well, we've seen it, but let's try again. 00:09:51.690 --> 00:09:57.470 I've done surveys with my own class and even though it seems that research suggests that spacing would be difficult 00:09:57.720 --> 00:10:02.569 my students actually found spacing to be quite easy. So here's some tips. 00:10:03.330 --> 00:10:08.569 This is the teacher tips. So now get your pencils ready to go. So the tests of the score are not important. 00:10:09.390 --> 00:10:15.410 What's important is that act of retrieval. So you're gonna use regular low stakes quizzing. 00:10:15.410 --> 00:10:20.690 You're gonna give them little mini one-question quizzes either every class or every week to see if they can just keep 00:10:21.510 --> 00:10:24.110 getting that getting that material back again. 00:10:24.330 --> 00:10:25.290 If possible 00:10:25.290 --> 00:10:27.319 leave greater gaps as you go. 00:10:27.420 --> 00:10:28.800 So you might have 00:10:28.800 --> 00:10:34.279 one day in between the lesson. You might have two or three days in between the lesson before you start to review again. 00:10:34.860 --> 00:10:40.310 Allow students to return to important content. Don't say nope. We taught you that last week. 00:10:40.320 --> 00:10:43.820 You have to know that already. They need it at that time. 00:10:44.760 --> 00:10:50.240 Avoid the day after day, practice, practice, practice, that rote memory regime. 00:10:50.640 --> 00:10:54.170 It's nice for cramming, but it's not good for lasting learning. 00:10:54.690 --> 00:10:58.099 Again, we talked about avoid the shameful "You should know this already" and 00:10:58.620 --> 00:11:02.750 retrieval is best when it's effortful when some forgetting has set in. 00:11:03.630 --> 00:11:07.070 And then organize, organize, organize. If you're going to space your learning 00:11:07.170 --> 00:11:13.159 you have to remember where it is that what you've taught, when you've taught it, what week you've taught it, and organize 00:11:13.410 --> 00:11:17.149 yourself either through binders or through charts as to what you've covered already. 00:11:18.510 --> 00:11:21.890 I'm actually going to pause right now. I'll leave it on this 00:11:23.400 --> 00:11:24.480 slide. So David, I'm not sure if there's any questions you wanted to get to. 00:11:24.480 --> 00:11:31.219 Yeah. Well, you touched a little bit on one. 00:11:32.010 --> 00:11:36.950 One is about how your assessment has changed with spiralling and I don't know if you want to go into more detail 00:11:37.380 --> 00:11:39.380 beyond the quizzing there. 00:11:39.990 --> 00:11:41.990 The assessment piece actually 00:11:42.720 --> 00:11:47.690 comes down to more of the thinking classroom piece. But assessment ideas. 00:11:47.690 --> 00:11:52.070 So I used to be used quizzes that were like five or six questions that covered a lot of curriculum. 00:11:52.380 --> 00:11:59.630 My quizzing now went to one question. I would give maybe a half page, a key assessment question give it to them and 00:12:00.149 --> 00:12:02.010 low 00:12:02.010 --> 00:12:04.819 low stakes. I tell them I'm not marking this. 00:12:04.820 --> 00:12:10.939 I'm just looking to see whether or not you remember what we've done yesterday, right. Or you tell me what we've done yesterday. 00:12:11.070 --> 00:12:17.209 So it did change the quizzes a little bit because I didn't keep any marks. I was I was just 00:12:17.850 --> 00:12:20.180 annotating. I was giving descriptive feedback. 00:12:21.209 --> 00:12:26.899 But I was nervous because I'm I'm a habit of like I'm a creature of habit. 00:12:26.899 --> 00:12:33.949 I'm a math and science, you know graduate. So I like numbers. I like marks. I like calculating averages. So it's really difficult at first. 00:12:34.800 --> 00:12:38.029 So if it's just, if you want to keep your test great. 00:12:38.220 --> 00:12:43.610 And you want to just change the quizzes that might be something to start off how you change your assessment practice. 00:12:45.180 --> 00:12:49.190 There's also a question about what to do on those days in between 00:12:49.890 --> 00:12:55.279 like the gap days, you know, do you teach math every day what goes on in between the gaps? 00:12:57.120 --> 00:12:59.719 Love it. This is this actually goes right into the my next section. 00:12:59.720 --> 00:13:03.680 So Gerry, seriously, I don't have that much time to space out every unit. 00:13:03.680 --> 00:13:06.830 Like you've just turned a three week unit into a six week unit. 00:13:07.380 --> 00:13:09.829 So that goes into our second 00:13:10.529 --> 00:13:16.969 section, which is interleaving. So David, I'll continue from now and then I'll come back to answer a couple more questions later. 00:13:17.730 --> 00:13:20.329 So excellent segue into interleaving. 00:13:20.329 --> 00:13:25.879 So interleaving basically means that I'm now filling in the gaps with other 00:13:26.640 --> 00:13:33.409 content but other math content, so I'm not necessarily going through chapter one again. I'm not doing number sense again. 00:13:33.410 --> 00:13:39.140 I'm now throwing in geometry stuff into on those Tuesdays and Thursdays, algebra, data management. 00:13:39.140 --> 00:13:41.600 I doing something different on those other days. 00:13:41.600 --> 00:13:48.440 That's why organization is really key. Knowing how you're going to interleave and put those things those together. 00:13:49.230 --> 00:13:57.230 So there was a study actually some tips first about how to interleave. So scatter problems, different strategies from different strands throughout 00:13:57.230 --> 00:14:02.480 your teaching. So if Monday you did number sense, Tuesday could be a geometry question. What's really good? 00:14:03.360 --> 00:14:09.260 Problem of the Week by the University of Waterloo has all of the problems separated by strand. Those are really powerful 00:14:09.900 --> 00:14:12.650 problems that you can use so if you're not sure take one of those. 00:14:13.170 --> 00:14:16.969 Marian small and her open questions all divided by strands. 00:14:16.970 --> 00:14:22.580 So try to find something from the different strand and don't be afraid if they don't know it. If they haven't learnt it. 00:14:22.620 --> 00:14:28.519 That's the opportunity for them to make that learning hurt and say oh we haven't seen this but let's try some strategy. 00:14:29.760 --> 00:14:35.239 Next learners and teachers are going to be truthful, do not feel like this is working. 00:14:35.240 --> 00:14:41.299 I I tell you it is so hard as a teacher to teach prime numbers the first day and 00:14:41.640 --> 00:14:43.640 then algebra the second day, 00:14:44.370 --> 00:14:50.779 Geometry the third day and go back to prime numbers on day four. It's really really challenging. 00:14:50.820 --> 00:14:56.689 Um, I would highly suggest that you wait until you know your curriculum, you know 00:14:56.690 --> 00:15:03.229 you've done this grade one to three years already in a row that you would feel like 00:15:03.230 --> 00:15:05.810 hey, I am so confident with this curriculum 00:15:05.810 --> 00:15:09.500 that I can interchange a lesson back and forth. 00:15:09.810 --> 00:15:16.940 Even after taking part in studies even students will say that they still preferred blocked practice. Blocked practice means all 00:15:17.490 --> 00:15:25.159 number sense for three weeks and then all geometry for three weeks. Studies will say that but the results, this is the amazing results. 00:15:25.160 --> 00:15:31.160 So Doug Rohrer, Robert Dedrick and Kaleena Burgess. What they did was they took the study. This is in 2014. 00:15:31.620 --> 00:15:38.899 They gave students ten assignments, half of them had blocked practice where they got the same strategy for this each assignment. 00:15:38.900 --> 00:15:46.850 So for example one assignment on exponents, one assignment and volume of solids, one assignment on geometric properties. And in half of the other students 00:15:46.980 --> 00:15:48.740 got interleaved assignments. 00:15:48.740 --> 00:15:55.829 So which means the assignment had a mix of exponents, volumes and geometry on that assignment. At the end of nine weeks 00:15:56.050 --> 00:15:59.579 they gave a pop quiz. They didn't know that they had to a quiz that was coming. 00:16:00.550 --> 00:16:02.440 72% 00:16:02.440 --> 00:16:09.179 was the average of those that had the interleaved practice and the students that had blocked practice had 00:16:09.490 --> 00:16:11.490 38% on that quiz. 00:16:12.130 --> 00:16:17.700 So it this is and this is just one of many studies and I could tell you even from my own practice 00:16:17.700 --> 00:16:22.529 I see it. I see the interleaved practice coming through where they have remembered things 00:16:23.320 --> 00:16:26.760 much more steadily and they can recall 00:16:27.280 --> 00:16:30.630 information and strategies so much more quickly. So let me just show you 00:16:31.210 --> 00:16:36.090 visually what this looks like. So a blocked lesson, this is my first nine weeks in school. 00:16:36.090 --> 00:16:38.130 I had my first three weeks number sense. 00:16:38.170 --> 00:16:41.399 Next three weeks data management. Last three weeks patterning in algebra. 00:16:41.890 --> 00:16:48.390 Interleave means I do a week each and then I returned back to number sense. It's it's disorganized. 00:16:49.270 --> 00:16:51.130 It's confusing. 00:16:51.130 --> 00:16:56.760 But if students get into the pattern and you get into the pattern. If anything it is more difficult for the teachers. 00:16:56.760 --> 00:17:02.129 The students are resilient. I've seen they can do anything you throw any problem at them. They'll have fun with that. 00:17:02.880 --> 00:17:07.109 It's the teachers that have to realize hey, I'm jumping away from my chapter one here. 00:17:07.630 --> 00:17:12.359 And then I was able to still complete those three chapters within ten weeks of time. 00:17:13.990 --> 00:17:16.920 David I'm done the second part are there any other questions about 00:17:17.590 --> 00:17:21.539 spacing or interleaving. Well, there's one that showed up in the chat about 00:17:22.720 --> 00:17:27.899 whether you had more strategies or resources to help with the planning and organizing because that seems like a 00:17:28.720 --> 00:17:34.109 huge step to go from the standard to a spiralling type of classroom. 00:17:34.990 --> 00:17:39.780 Absolutely. So after I go through varying and I go through the how to's and how I actually did it 00:17:39.940 --> 00:17:46.529 I'm gonna give you a whole bunch of websites and strategies and also what I've done too. so it'll start from baby 00:17:46.530 --> 00:17:47.610 Look how you can do it 00:17:47.610 --> 00:17:51.780 if you've never spiralled before how to start and then if you're familiar with this 00:17:51.780 --> 00:17:54.749 I'm gonna give you the expert level which even are not doing right now 00:17:55.270 --> 00:17:59.009 but it's phenomenal some of the work that's going on in our province. 00:17:59.650 --> 00:18:06.030 So the third this is really quick because a lot of us do this already is called varying and varying is just another word for 00:18:06.510 --> 00:18:08.350 differentiated instruction. 00:18:08.350 --> 00:18:16.140 Accommodating different learning styles, multiple intelligence for example. And a lot of teachers especially in junior have stations. They use stations. 00:18:16.140 --> 00:18:20.940 They bring in manipulatives and so this is varied learning. So a lot of the 00:18:21.460 --> 00:18:27.480 research especially a lot of the research in the Make it Stick book talks about varying the type of learning that the students experience. 00:18:28.240 --> 00:18:31.620 So for example, if you're teaching times tables you can use 00:18:34.270 --> 00:18:36.420 worksheets. You can use reflex math. You can use 00:18:37.870 --> 00:18:42.030 cards and they can play war. Just Quizlet flashcards. They can play 00:18:42.760 --> 00:18:49.320 multiplication arrays on Gizmos or they can get up and they can paint arrays using physical models. If you're doing data management 00:18:49.320 --> 00:18:52.049 you might want to do graphs by hand. You might want to use Google Sheets. 00:18:52.050 --> 00:18:58.229 You might want to use Gapminder. My grade eights absolutely love spurious correlations. Just stay away from the more 00:18:59.260 --> 00:19:01.260 the more like 00:19:02.440 --> 00:19:10.320 morbid correlations and then have them do presentation, surveys, or projects as well. So I'm going to 00:19:12.010 --> 00:19:13.060 Let's 00:19:13.060 --> 00:19:17.279 Let's do another poll question. And then after that we'll get into the actual strategies. 00:19:17.380 --> 00:19:22.260 So what are you most excited to try out first? So Fred if you can pop up that second poll. 00:19:22.510 --> 00:19:24.510 Are you excited to try out 00:19:25.390 --> 00:19:26.470 spacing 00:19:26.470 --> 00:19:27.490 interleaving 00:19:27.490 --> 00:19:34.140 varying the learning or do you feel like you still need to learn more - please review that or I don't know 00:19:34.140 --> 00:19:37.379 I still need some help or I'm not gonna try any of these. 00:19:38.080 --> 00:19:42.300 Hopefully its not that one but I left it as a you know control. I have to use the control sample. 00:19:52.150 --> 00:19:56.400 Okay, Fred, so what do we see what are people most excited to try out? 00:19:57.730 --> 00:19:59.730 Please. 00:19:59.800 --> 00:20:01.800 Okay. 00:20:04.270 --> 00:20:09.780 Interleaving. That is the awesome one, it is really. It is tricky. It's tricky tricky tricky, but I know you're gonna love it. 00:20:09.780 --> 00:20:14.190 You're actually gonna love it when you when you see the results from that. So, okay 00:20:14.190 --> 00:20:16.709 So let's get to that other question some examples. 00:20:17.230 --> 00:20:19.230 First of all, where can you find examples? 00:20:20.359 --> 00:20:26.228 First find a community. As I said the Spiraling Ontario Math Curriculum is a phenomenal group. It goes all the way from K 00:20:26.229 --> 00:20:29.739 Well, I don't know many K teachers that are spiraling but junior 00:20:29.739 --> 00:20:36.759 I think I've seen three all the way up to 10 spiral their math curriculum and post their stuff on this Facebook group. 00:20:36.759 --> 00:20:38.759 So feel free to join that group. 00:20:39.649 --> 00:20:46.599 Here, I am going to now show baby spiral. So the baby spiral this is the mini spiral 15 minutes a day. 00:20:46.600 --> 00:20:50.169 You keep the rest of your teaching exactly the same. 00:20:50.169 --> 00:20:57.038 So after the first 15 minutes you go on with your chapter one and you finish your chapter one for three weeks. 00:20:57.679 --> 00:20:59.359 Perfect, but 00:20:59.359 --> 00:21:05.889 spiral the first 10 to 15 minutes a day, which means either throw some times tables practice. So give them a worksheet on 00:21:07.039 --> 00:21:13.179 multiplication tables. Tuesday, use Estimation 180 so they can practice their measurement in units. On Wednesday 00:21:13.179 --> 00:21:18.398 do Would You Rather..." so that you can again do measurement. Do a little bit of data management as well when you talk about 00:21:18.830 --> 00:21:24.669 comparisons and also exercises number sense with rates and ratios. On Thursday 00:21:25.249 --> 00:21:29.919 Fawn Nguyen with her website Visible Patterns phenomenal one for kids to learn about 00:21:30.379 --> 00:21:33.248 algebra, and how to find to look at patterns and how they grow. 00:21:34.399 --> 00:21:39.579 That's a phenomenal one I love to do on Thursdays and then on Friday I either do that key assessment question that little quiz 00:21:39.649 --> 00:21:47.439 or I do a problem with a week from University of Waterloo. And and I always keep Friday a little bit more flexible. 00:21:47.499 --> 00:21:52.209 I know elementary school teachers, we always have assemblies. We have masses. We have 00:21:52.849 --> 00:21:58.989 something fire drill. Something happens and we lose aday and so I tend to keep one of those days as a flex day 00:21:59.720 --> 00:22:03.489 just so I don't kind of overwhelming and feel like I'm falling behind. 00:22:04.220 --> 00:22:05.830 So that's what I would say 00:22:05.830 --> 00:22:13.809 if you've never spiraled before. Take the first 10 to 15 minutes. Do one of these and then follow the rest of your textbook. 00:22:14.210 --> 00:22:22.179 If you think you can do more and you want to interleave your year I have posted in the links this I have my 00:22:22.429 --> 00:22:29.648 year-long plan my long-range plan for the year. What I did was I took as you see their chapter one I 00:22:29.899 --> 00:22:32.618 did that in week two, week five, and week eight. 00:22:32.850 --> 00:22:38.360 Chapter three I did in weeks three, six, and nine. Chapter four was in week four and week 00:22:38.970 --> 00:22:40.380 seven. 00:22:40.380 --> 00:22:43.999 And then I had a week for review and then I had the exam at the end. 00:22:44.970 --> 00:22:51.680 It's I just basically took all those blocks like we saw earlier and I just split them up and I put the other chapters in. 00:22:52.140 --> 00:22:57.800 It works for me because the kids were able to catch up. It was not 00:22:58.440 --> 00:23:04.279 disorganized in my mind knowing that this week was a number since week for me and then on Friday I was able to do those 00:23:04.650 --> 00:23:07.550 key assessment questions, and then I had time, notice, 00:23:07.550 --> 00:23:14.840 I have two weeks in between when I've covered it LCM and GCF and LCM and GCF. again. It's a really difficult 00:23:15.690 --> 00:23:18.679 topic in grade eight. So I made sure I cover it twice. 00:23:18.680 --> 00:23:23.869 I do it once and week two and again in week five and I have found doing it that way 00:23:23.870 --> 00:23:27.290 my students can do those Venn diagrams and prime factorizations 00:23:27.290 --> 00:23:30.080 with LCM and GCF in like in a snap in a heartbeat. 00:23:30.080 --> 00:23:37.099 It's so much different from what I used to do in the past. Same thing because I did patterning and algebra every Thursday 00:23:37.340 --> 00:23:41.869 doing that visible patterns being able to do pattern rules by the time I got to week eight 00:23:41.870 --> 00:23:45.560 I didn't even need to even review. We kept doing it every Thursday 00:23:45.870 --> 00:23:49.820 that they were so good at finding pattern rules for those visible patterns. 00:23:49.820 --> 00:23:50.750 And also 00:23:50.750 --> 00:23:55.219 you know when we give a survey you ask the students you have a survey and then your project is due in two weeks. 00:23:55.410 --> 00:23:56.610 That's really tough. 00:23:56.610 --> 00:24:00.740 But if you do something like making a graph but saying this graph is not due till week nine. 00:24:00.770 --> 00:24:05.570 It gives them lots of time to make those graphs to make them really nice on Google Sheets 00:24:06.210 --> 00:24:08.210 to 00:24:08.490 --> 00:24:11.120 fix the charts. To show them to you. To get some feedback. 00:24:11.640 --> 00:24:16.700 So I found that interleaving has given me so much more time even though 00:24:17.220 --> 00:24:21.680 it's it feels like I'm doing so much out of in one kind of 00:24:22.200 --> 00:24:23.430 semester. 00:24:23.430 --> 00:24:25.340 This is what I don't do yet. 00:24:25.340 --> 00:24:29.959 So this is level three. Basically drop the textbook. You just use the big ideas. 00:24:29.960 --> 00:24:35.449 And then you start throwing in problems. If you look at the curriculum, there's 62 total expectations. 00:24:36.060 --> 00:24:41.269 You can use a bunch of questions from Marian Small. Open middle from Robert Kaplinsky. 00:24:41.460 --> 00:24:46.010 You can use some of the stations. You can use three-act Math and I'll show you this awesome, 00:24:46.110 --> 00:24:49.540 there's two golden nugget sites that I'm going to show you in a couple of minutes on 00:24:51.020 --> 00:24:53.530 for those that are think they can do level three. 00:24:53.530 --> 00:24:58.869 It's phenomenal. Some other teachers that have done this. Phylicia Rawlins from TDSB. 00:24:59.020 --> 00:25:02.889 She took her entire grade 4 curriculum and again on Google sheets, 00:25:02.890 --> 00:25:07.599 she cut and pasted what she was gonna do for that first spiral in September and October. 00:25:08.000 --> 00:25:13.180 And then she took the spiral 2. I put the link in the notes section of this. 00:25:13.790 --> 00:25:15.650 Jana LePage-Klijajaic 00:25:15.650 --> 00:25:23.650 She took the actual physical curriculum document and cut it up and put it on post-it notes and then move those post-it notes around 00:25:23.870 --> 00:25:27.250 on a cork board so she could visually see which 00:25:27.800 --> 00:25:29.800 expectations she would cover in each cycle. 00:25:30.170 --> 00:25:37.269 These are phenomenal experts in their field at looking, knowing their curriculum and knowing what can fit together with those big ideas. 00:25:38.240 --> 00:25:45.550 Neetu Pinkerton on the Facebook site. She said she created these spiral mats for grade 3. So feel free to check those out as well. 00:25:46.520 --> 00:25:51.940 And it's on Teachers Pay Teachers. I don't teach grade 3, so I don't know. I haven't used it 00:25:51.940 --> 00:25:57.309 but the way that it's laid out looks really neat with all of those boxes, those questions and really organized. And 00:25:57.680 --> 00:26:03.039 a little bit of shameless plugging. if you do do stations, I have recorded 00:26:04.130 --> 00:26:10.540 I've recorded most of the lessons for grade 7 Nelson and most of the lessons in grade 8 Nelson. 00:26:10.880 --> 00:26:13.210 They're a little bit dated. They go back to 2012. 00:26:13.580 --> 00:26:15.100 But if you use the flipped classroom 00:26:15.100 --> 00:26:20.230 or if you want to do that as part of your spiraling adventure or if you teach a split grade and you want to give 00:26:20.230 --> 00:26:26.020 half the class an opportunity just hey watch the video. Mr. Lewis put a video on what's that? that looks like 00:26:26.660 --> 00:26:31.420 multiples there, multiples of hotdogs, that darn hot dog question. 00:26:32.360 --> 00:26:33.470 But 00:26:33.470 --> 00:26:39.070 these are some resources for you to use for your spiraling if you want you can use these as 00:26:39.620 --> 00:26:44.590 even like do this at home before you come for the next spiral again before the next number sense day 00:26:44.590 --> 00:26:46.590 for example. I hope to redo these 00:26:47.030 --> 00:26:51.820 these recordings over the next year, but at least I'm sharing those with you. 00:26:52.640 --> 00:26:55.959 Also, Kyle Pearce on his Tapping Into Teen Minds. 00:26:55.960 --> 00:27:02.770 He spiraled the grade 9 course. So you can see here, he spiraled by day. Number sense, number sense, measurement, 00:27:03.230 --> 00:27:08.649 relationships and proportional. So he did measurement and algebra and numbers sense all in the same week. He 00:27:09.440 --> 00:27:16.570 put in the learning goals and I put the link in the notes as well there. So here are the two expert things. 00:27:17.360 --> 00:27:21.640 Chunk by theme. So the awesome sites. These are the two gold nuggets. 00:27:21.850 --> 00:27:23.140 So if there's anything to get from today 00:27:23.140 --> 00:27:28.149 and these are the two things you're gonna leave with because especially if you're an expert spiraler these are the two. The first 00:27:28.700 --> 00:27:34.960 Tips4Math. If you go into the Tips4Math website on edugains. If you look for scope and sequence and you click 00:27:34.960 --> 00:27:39.939 on grade seven and eight there it will give you the whole spiraled year. 00:27:39.940 --> 00:27:42.880 So if you see here, this is grade eight. This is the first unit 00:27:42.880 --> 00:27:46.989 on collect organize and display data, the second unit on whole number of relationships powers of ten, 00:27:47.170 --> 00:27:52.269 the third is on unknown quantities. Now notice they didn't do a lot of spiraling, but it's just five days. 00:27:52.270 --> 00:27:55.900 So they did one week of data, one week of whole number relationships 00:27:55.900 --> 00:28:03.160 and then this is of one week plus a little bit more of geometry and patterning combined and you're like, Gerry 00:28:03.200 --> 00:28:05.919 what do I do with this? Well, this is an awesome site. 00:28:05.930 --> 00:28:08.980 If you go back to the Tips4Math site 00:28:08.980 --> 00:28:13.029 and then you go to this Course Supports and you click on grade seven or grade eight. 00:28:13.790 --> 00:28:21.250 It will give you the PDF lesson for that particular. So this is the whole year. So this is the whole year of grade 8. 00:28:21.860 --> 00:28:27.279 All divided about five ten days each and it's basically spiraled for you. 00:28:27.410 --> 00:28:30.670 So let's take a look at this unknown quantities one and notice 00:28:30.670 --> 00:28:33.430 so this is the first day is on algebra 00:28:33.430 --> 00:28:37.779 variables and symbol. It gives you some blended learning stuff using the OERB. 00:28:38.180 --> 00:28:45.399 Some links, live links to click to the Gizmos. to math games using the Clips, Gap Closing using student books. 00:28:45.800 --> 00:28:52.090 Also, then the next day you do polyhedrons. So let's add that geometry aspect to the 00:28:52.970 --> 00:28:58.120 o the algebra using Euler's formula, right? So these are this is an awesome resource 00:28:58.790 --> 00:29:01.330 that's on the Tips4Math site. 00:29:02.330 --> 00:29:03.380 Next 00:29:03.380 --> 00:29:09.429 Next gold nugget and I thank Jake Jouppi for giving me permission to post this. Rainbow District School Board, part of their, 00:29:09.590 --> 00:29:14.199 one of the writing projects was doing spiraling for the year and I have put in the links 00:29:14.320 --> 00:29:20.620 for grade seven, grade eight, grade nine, and grade ten. So if you click on these it sends you to basically a 00:29:21.230 --> 00:29:28.569 multi-page document similar to the Tips4Mmath where it tells you the strand, the topic and then the resources to use for that 00:29:28.850 --> 00:29:29.960 particular 00:29:29.960 --> 00:29:34.840 for that particular strand. So take a look at all the wonderful resources that 00:29:35.480 --> 00:29:42.789 are that are available. So the Tips4Math and that Rainbow District School Board gold nuggets, which I absolutely love both of them. 00:29:43.370 --> 00:29:48.219 Take a look at both of those. They're a little bit as I said that level three they're using the big ideas 00:29:48.220 --> 00:29:51.009 they're using those kind of they're using the 00:29:51.620 --> 00:29:54.279 themes rather than looking at textbook chapters. 00:29:55.639 --> 00:29:58.508 Fred I'll ask you to put up the next 00:29:59.419 --> 00:30:04.809 the next poll question. So this one you can select multiple ones I think but how will you start your spiral journey? 00:30:04.809 --> 00:30:07.028 Will you find a buddy and then you could read the rest? 00:30:07.700 --> 00:30:12.250 While this is happening David, are there any other questions that I could address right now? 00:30:13.039 --> 00:30:15.039 So there's a 00:30:15.620 --> 00:30:21.129 few questions about, it sounds like you know, if you're beginning a grade for the first time or 00:30:22.039 --> 00:30:23.120 and 00:30:23.120 --> 00:30:29.349 the sort of that interleaving where do you start what advice to give them as well as on the other end of the spectrum is 00:30:29.350 --> 00:30:31.750 the ultimate goal to be completely 00:30:32.870 --> 00:30:36.609 spiraled and all everything is interleaved. That seems like a spectrum of 00:30:37.340 --> 00:30:41.559 beginning to advanced there or not. Give a comment about that. Oh sure 00:30:41.559 --> 00:30:46.388 so I'll start off first with um new grade if you're if you're starting a new grade 00:30:46.909 --> 00:30:51.849 my biggest suggestion is to learn your curriculum back-to-front. 00:30:52.850 --> 00:30:54.169 Know it 00:30:54.169 --> 00:30:58.479 so that you could regurgitate it. You know exactly what's in the number sense chapter. 00:30:58.820 --> 00:31:02.080 Do you have to do two digit multiplication? Do you have to do three digit multiplication? 00:31:02.080 --> 00:31:05.049 Do you have to do three by one? All those kinds of questions? 00:31:05.120 --> 00:31:11.799 that you know your if if you don't know your curriculum for that particular grade because you're new to it and you need a year 00:31:11.799 --> 00:31:12.730 to get it under your belt 00:31:12.730 --> 00:31:16.269 I would say keep it simple start with that level one 00:31:16.269 --> 00:31:23.649 which is just spiral that first 15 minutes of the day. Try a different problem every day, but go through the curriculum very linearly 00:31:23.649 --> 00:31:29.999 so that you get a familiarity with it and you'll also find out takes longer and what is shorter. 00:31:30.000 --> 00:31:33.059 Where can you speed up next year? Where do you need to stretch out? 00:31:34.539 --> 00:31:38.369 Grade eight teachers, you know LCM and GCF is not a one day lesson. 00:31:38.370 --> 00:31:43.229 You know that rotations and reflections are not a one day lesson, even though it's in the textbook. 00:31:43.230 --> 00:31:45.179 So those things you know what to stretch, 00:31:45.179 --> 00:31:52.529 you know what to kind of speed up on. For example adding of integers. Your grade eights might know that really quickly, that 00:31:52.530 --> 00:31:54.309 you don't have to spend so much time on that. 00:31:54.309 --> 00:31:56.579 Your second question I think was talking about 00:31:57.309 --> 00:31:59.309 actually, I forgot your second question David. 00:32:00.130 --> 00:32:03.749 Yeah, so it was sort of the other end of the spectrum. Is the goal to 00:32:04.750 --> 00:32:06.839 to have it so spiraled that it's 00:32:07.480 --> 00:32:11.309 just peppered, all the different strands are peppered throughout the course. 00:32:12.730 --> 00:32:18.329 It's a it's a good question, but I'll answer it in this way. The goal is 00:32:19.090 --> 00:32:23.819 student achievement and student engagement. The love of learning and 00:32:24.640 --> 00:32:26.640 the ability to learn. 00:32:27.309 --> 00:32:32.639 Those I think are the end goals. If you find that the way that you're teaching is 00:32:33.970 --> 00:32:35.970 causing stress among the kids, 00:32:36.250 --> 00:32:38.200 causing stress for you, 00:32:38.200 --> 00:32:39.220 causing 00:32:39.220 --> 00:32:41.220 opportunities for you to say oh my gosh 00:32:41.370 --> 00:32:48.569 they still don't get it. If those if that learning if those obstacles that you're meeting throughout the year are 00:32:48.970 --> 00:32:54.539 A=are continually happening and that's when I say something needs to change. If you're teaching in a very blocked method 00:32:54.820 --> 00:32:59.189 but you're able to still somehow get the retention in for those 00:32:59.530 --> 00:33:05.519 students so that by that end, that by that exam you feel confident, they feel confident, I think it's fine. 00:33:05.590 --> 00:33:10.110 This is not necessarily a revolutionary thing that we have to change all of our classrooms. 00:33:10.390 --> 00:33:15.900 But it's for us to be a little bit more insightful of what it is that the students are actually learning. 00:33:16.270 --> 00:33:18.419 How do we know as as 00:33:19.059 --> 00:33:24.059 Agarwal had said how do we know if we teach them a key concept, how do we know that they know it? 00:33:24.190 --> 00:33:30.179 How often do they actually practice it so that we can they can prove to us that they know that material? 00:33:30.190 --> 00:33:35.370 So I'm I don't think the end goal is to have to interleave everything and have to spiral everything. 00:33:35.440 --> 00:33:36.990 I'm not at level three. 00:33:36.990 --> 00:33:42.790 But I'm very comfortable with my classat level two just spiraling three chapters at a time. My students love it. 00:33:42.790 --> 00:33:46.420 I have a great relationship with them and it works out really really well. 00:33:49.040 --> 00:33:53.619 So if we see here the poll says that we'll start off with a mini spiraling mostly. 00:33:53.870 --> 00:33:56.260 And then some do like the scope in sequence 00:33:57.410 --> 00:34:01.239 .hose documents as well. That's amazing that we're all coming in at different 00:34:01.850 --> 00:34:08.620 learning points. And for those that need to find a buddy. I'm here. You'vr a buddy. 29 if you need a buddy 00:34:08.620 --> 00:34:10.610 I'm I'm your buddy. 00:34:10.610 --> 00:34:13.719 So I'll close that. I have about 00:34:14.390 --> 00:34:16.869 19 minutes to go through thinking classroom. 00:34:17.330 --> 00:34:23.529 So we're gonna switch a little bit just take off my helmet a little bit and go into thinking classroom. 00:34:23.540 --> 00:34:27.880 Now, I don't really know how much my audience knows about the thinking classroom. 00:34:27.880 --> 00:34:33.579 So Fred, if you can go to the last poll question really quickly. What is your current experience with the thinking classroom? 00:34:34.520 --> 00:34:40.030 Something you've never heard about or something that you use everyday. Because if the majority of us have used it everyday 00:34:40.030 --> 00:34:44.890 I'm gonna zip through it. If a lot of you have heard of it, but not really sure what it is 00:34:45.230 --> 00:34:47.469 I'll take a little bit of time to 00:34:48.080 --> 00:34:50.380 dissect it a little bit more. 00:34:55.700 --> 00:35:01.779 David any other questions, while this video, while this poll is up. Well, actually there there's a few questions about textbooks. 00:35:02.420 --> 00:35:05.649 And I think there's a misconception that you have to get rid of your textbook. 00:35:07.729 --> 00:35:10.718 And I wonder if you just talk to a little bit about 00:35:11.329 --> 00:35:16.179 using the textbook as a resource as opposed to maybe a guide. 00:35:16.729 --> 00:35:18.019 Absolutely 00:35:18.019 --> 00:35:20.859 so the textbooks phenomenal because the curriculum is in the textbook. 00:35:21.890 --> 00:35:25.719 However, there's more stuff in the textbook that's in the curriculum and likewise 00:35:25.719 --> 00:35:29.619 there's kind of some stuff in the curriculum that the textbook might not do so well. 00:35:30.170 --> 00:35:32.170 So again knowing exactly 00:35:32.660 --> 00:35:39.099 what your textbook offers and how it matches up with your curriculum. What can you kind of move through a little bit more quickly? 00:35:40.130 --> 00:35:44.680 The good thing about a textbook is it's organized by strand. It's organized by unit already. 00:35:44.900 --> 00:35:47.440 So if you just want to interleave it or space it 00:35:47.440 --> 00:35:52.089 you just kind of push those pages apart and kind of reorganize your textbook. 00:35:52.700 --> 00:35:55.119 I still use the textbook. I'm in Nelson fanatic. 00:35:55.779 --> 00:36:00.518 I still go through. I know all twelve chapters back to front in grade 7 and grade 8. 00:36:00.799 --> 00:36:01.369 And 00:36:01.369 --> 00:36:07.328 I still interleave them. I'll space chapter one, three then four. Go back to one, three then four and I'll use the textbook to use 00:36:07.329 --> 00:36:13.028 the textbook problems. For those that want to go through the big ideas and don't want to be limited by the textbook, 00:36:13.369 --> 00:36:16.929 obviously you could just use it for a resource. Look for the questions that are really rich in 00:36:17.089 --> 00:36:21.548 that textbook in the thinking application questions and use that in the thinking classroom 00:36:22.039 --> 00:36:28.089 when we when we when we start to dive into that one. So according to our poll results 00:36:28.089 --> 00:36:30.758 we see about more than half of you have never heard this. 00:36:30.979 --> 00:36:36.549 So some of you have tried it and only about 10% use it regularly. So I'm sorry for the 10% of you. 00:36:36.549 --> 00:36:41.889 Um if you want to check out because this is too easy for you. That's great. 00:36:41.890 --> 00:36:47.079 Thank you for participating. For the ninety percent of you or even I mean stay and in 00:36:47.089 --> 00:36:51.909 you know be enjoyed by my presence. The ninety percent of you that are still here 00:36:51.910 --> 00:36:53.869 let's let's go through a little bit more of it. 00:36:53.869 --> 00:36:59.048 So the first question I asked in the thinking classroom is all about this, does the activity that you give your kids, and this is 00:36:59.049 --> 00:37:00.529 related to what David said, 00:37:00.529 --> 00:37:03.968 Does the activity you give promote learning or does it promote performance? 00:37:05.059 --> 00:37:06.979 00:37:06.979 --> 00:37:11.559 Typically educators were focused on getting information into our students heads 00:37:12.050 --> 00:37:17.139 instead of trying to get information out of the students heads. So this is a 00:37:18.260 --> 00:37:20.260 graphic that's on the 2017, 00:37:20.780 --> 00:37:23.649 it was posted in 2017 from Mindset Works that helps you visualize 00:37:24.650 --> 00:37:25.849 learning from performance. 00:37:25.849 --> 00:37:31.509 How often do you give in-class activities that we offer our students that time to improve 00:37:31.640 --> 00:37:39.339 to challenge and to the make those mistakes? As we see on the left, just like practicing kicking a soccer ball. Another analogy that 00:37:40.280 --> 00:37:41.290 the Zorbit's guy 00:37:41.290 --> 00:37:48.040 he talked about was the chef like a food and how often do we taste our food before we serve it to our guests? 00:37:48.040 --> 00:37:52.989 I love that analogy. How often do we address and celebrate mistakes? 00:37:52.990 --> 00:37:57.490 And when we give students a quizz or assessment, what do you expect from them? 00:37:57.490 --> 00:38:02.260 Do you expect to just give them a number and say AHA you're a six out of ten or AHA 00:38:02.260 --> 00:38:04.570 you're a 10 out of 10. What's the 00:38:04.760 --> 00:38:09.070 purpose of those quizzes and assessments? So notice on both sides 00:38:09.070 --> 00:38:14.679 the hope is to still learn like the little last two rows still learn and still to have a growth mindset. 00:38:14.960 --> 00:38:21.189 But it's how we give those activities does it promote learning or does it promote performance? 00:38:21.710 --> 00:38:24.579 This is the picture of my classroom from 2018 00:38:25.099 --> 00:38:27.099 of the thinking classroom and 00:38:27.530 --> 00:38:32.709 really quickly what do you notice? You could probably say I'm not in the picture at the board. 00:38:32.720 --> 00:38:35.109 There's more than one student at the board. 00:38:35.210 --> 00:38:39.819 They're all facing away from the teacher and they're all writing different things. 00:38:40.099 --> 00:38:46.029 Like one's writing numbers in the 100's, one's writing numbers in the 70s. They're already different things. You see check marks on there. 00:38:46.099 --> 00:38:50.379 There's a whole bunch of stuff that's going on there. Where did this come from? So in 00:38:50.900 --> 00:38:56.920 2018 at the OAME conference, Peter Liljedahl, he gave a phenomenal keynote speak. 00:38:56.960 --> 00:38:59.770 And I was I went out of that on cloud nine. 00:38:59.770 --> 00:39:00.980 I was just 00:39:00.980 --> 00:39:02.060 so inspired 00:39:02.060 --> 00:39:07.359 by what he talked about and I'm gonna be kind of giving you a five minute kind of review of what he did. 00:39:07.359 --> 00:39:10.838 He's a professor mathematics education at Simon Fraser in 00:39:11.930 --> 00:39:16.480 in UBC. Oh sorry Simon Fraser University in BC in Vancouver. 00:39:17.420 --> 00:39:20.470 And he's given me permission to share some of his practices. 00:39:20.480 --> 00:39:26.050 This is another video if you wanted to see because I didn't if you wanted to take a look at to see it in action. 00:39:26.440 --> 00:39:33.340 I would suggest going to this YouTube video watch it. It's about a four-minute video about how the thinking classroom in action. 00:39:33.770 --> 00:39:37.449 It's phenomenal. So here's the story. Peter Liljedahl 00:39:38.060 --> 00:39:45.610 he was invited to help a teacher implement problem-solving in her grade 8 classroom. The results were terrible. The teacher was scattered. 00:39:45.610 --> 00:39:50.259 She was bouncing between students when she when he gave a problem. The students had so many questions. They didn't know what to do. 00:39:50.260 --> 00:39:53.620 They didn't know how to continue with the problem and over three days 00:39:54.170 --> 00:40:01.450 Liljedahl realized that the students weren't thinking. And so that was his start of his research back in 00:40:01.820 --> 00:40:08.080 2003. So over the past 14 years after that with the help of over 400 classrooms he 00:40:08.660 --> 00:40:13.330 created this huge research project that identified the 14 elements that determine 00:40:13.970 --> 00:40:19.449 which classroom is a thinking classroom and which classroom is a non thinking classroom. 00:40:19.450 --> 00:40:23.530 And so this is the list of those in the notes 00:40:23.530 --> 00:40:31.060 I gave you the I give you a link, but it'll allow you to kind of glance over those 14 sections really quickly. 00:40:31.060 --> 00:40:37.060 I'm gonna go over some of those. I won't go over all of them. Stage 1, for the first time thinking classroom 00:40:40.190 --> 00:40:44.770 newbies the first thing is this try giving the problem out loud. 00:40:45.380 --> 00:40:52.149 Verbally, say the problem out loud. This puts them into a different mode of having to use a different sense 00:40:52.150 --> 00:40:55.150 number one that they're used to they're not used to listening to questions and 00:40:55.670 --> 00:41:01.420 secondly, they have to discern what parts of that of that question are important for the 00:41:02.030 --> 00:41:05.019 for answering the question. So read the problem out loud. 00:41:05.600 --> 00:41:11.319 Secondly use a vertical non-permanent surface. So this an example might be a wipebook. 00:41:11.320 --> 00:41:14.080 It could be a chalkboard could be a whiteboard. 00:41:14.810 --> 00:41:21.999 I use a window sometimes in some classrooms. I'll show you a photo of that later and only one marker or one piece of chalk and 00:41:22.520 --> 00:41:24.520 only one calculator. And 00:41:24.800 --> 00:41:29.709 one of the rules that I say is that the writer must be told what to write. 00:41:29.990 --> 00:41:31.840 So in your groups that are at the board 00:41:31.840 --> 00:41:37.559 you can't just have one student who knows the answer just write it and the other two students just kind of watch 00:41:37.809 --> 00:41:44.999 but that student that knows what to do has to give that marker up to somebody who doesn't know what to do so much and 00:41:45.069 --> 00:41:50.909 he or she has to explain that problem and say write this then write this and then the other person with the 00:41:50.980 --> 00:41:54.209 calculator you can pass them,. hey type this in the calculator see what you get. 00:41:54.520 --> 00:41:58.799 So having that group work on a vertical non-permanent surface 00:41:59.230 --> 00:42:04.230 allows that thinking to happen. The research was this he tested vertical non-permanent 00:42:04.960 --> 00:42:06.960 vertical permanent chart paper 00:42:07.210 --> 00:42:09.869 horizontal non-permanent, so which is like a whiteboard on your desk 00:42:10.599 --> 00:42:13.259 horizontal permanent which is like a notebook. And he 00:42:13.329 --> 00:42:19.889 tested the thinking time of each one of those surfaces and he found the greatest amount of thinking and 00:42:20.260 --> 00:42:25.530 iterative thinking was with a vertical non permanent surface. The act of standing up walking around 00:42:25.630 --> 00:42:30.390 and looking at the board stepping away from the board and being able to erase the board 00:42:30.970 --> 00:42:32.970 promoted the most amount of thinking. 00:42:33.339 --> 00:42:37.739 Lastly for stage one use visibly random groups. So you don't choose the groups. 00:42:37.740 --> 00:42:42.240 You have a deck of cards and you pass them out. And you say all the aces are over here. 00:42:42.240 --> 00:42:46.379 All the twos are over here or I use popsicle sticks with their names on it. 00:42:46.380 --> 00:42:49.200 I pull the popsicle sticks out of my jar and I say Anna, 00:42:49.690 --> 00:42:54.359 Bob and Charlie you are group number one go over there you're doing that you're doing this problem. 00:42:54.359 --> 00:42:56.230 So this is the first stage. 00:42:56.230 --> 00:43:01.859 Try this out first if you do nothing else and you only want to try something for the first time is try these. 00:43:02.109 --> 00:43:08.009 Take a problem, a rich problem from the textbook, from Marian Small, problem of the week, an open middle problem. 00:43:08.140 --> 00:43:10.170 visual pattern problem, a three-act problem. 00:43:10.170 --> 00:43:11.140 Say it out loud. 00:43:11.140 --> 00:43:17.579 If it has to be projected like a like a visual pattern show that but the actual questions itself 00:43:17.740 --> 00:43:19.740 keep it and give the information 00:43:20.200 --> 00:43:27.450 verbally. Then bring them to the groups. Allow them to try out that board. It's noisy. It really is noisy 00:43:28.140 --> 00:43:34.410 but it's fun because you get to walk around. The teacher walks and looks at all of the boards and sees what's happening and 00:43:34.410 --> 00:43:40.619 what's all the thinking that's happening between all of these groups. So I'll show you an example of what's happening here. 00:43:40.619 --> 00:43:42.619 So this is one group that used 00:43:42.940 --> 00:43:44.940 used markers on their window. 00:43:45.490 --> 00:43:50.630 Dry erase markers. They had to look at the combinations of coins in order to get $9 00:43:50.630 --> 00:43:56.749 for example. Another one using one of the one whiteboardsor the wipebooks is this one. Phil has $10. 00:43:56.750 --> 00:44:01.940 This is the information I gave out loud. This is from a problem of the week from Waterloo. 00:44:01.950 --> 00:44:08.029 So they even indicated their strategy that they were gonna use and they were going to and they're trying out different strategies to get 00:44:08.520 --> 00:44:15.170 that answer. So its lots of learning. This could take anywhere from 10 minutes to 45 minutes 00:44:15.690 --> 00:44:22.579 depending on how intense or how rich that problem is. If you give a closed middle problem or just something like 00:44:23.640 --> 00:44:26.569 calculate the area of a circle that has a radius of 5 centimetres 00:44:27.780 --> 00:44:33.980 then it's it's closed middle. There's only one possible answer and there's really only a one way to calculate it through the formula. 00:44:34.740 --> 00:44:40.309 But if you give something else much richer then you can get those really nice problems on the board. 00:44:40.950 --> 00:44:45.859 Here's another example as well. So this is orders of operation, but we've got two 00:44:46.530 --> 00:44:50.060 exponents and we looked at powers of 10. This wasn't the first day we did this. 00:44:50.100 --> 00:44:55.549 This was actually the third time we spiraled back to this. So I gave them multiple problems 00:44:56.220 --> 00:44:58.249 over three kind of weeks. 00:44:58.860 --> 00:45:02.839 Three chunks and this was the third time that we did orders of operations. 00:45:03.360 --> 00:45:06.799 So you could see the fluency and how much they've developed over time. 00:45:07.680 --> 00:45:12.889 Also, what I did was the students then would rotate around the room and see any common 00:45:13.410 --> 00:45:15.589 elements anything they wanted to comment. 00:45:15.590 --> 00:45:22.130 So in this case, they said you explain well. Good job. Easy to understand. We have circling the answer. We have lines. 00:45:22.800 --> 00:45:29.630 There's a lot. We have pointing. We have lots of action that's happening with this. If you don't have a lot of space and 00:45:30.240 --> 00:45:36.559 you want to and you have only space at your desks and you don't have a lot of vertical spaces, number one wipeboards. 00:45:36.560 --> 00:45:40.700 Their 40 percent off through the conference. These are phenomenal because they stick 00:45:40.800 --> 00:45:44.630 anywhere just use some painters tape and they go on pretty much anything and just 00:45:44.880 --> 00:45:50.059 whiteboard markers go on those. Or you could do it at the desks. So in this case I use a horizontal 00:45:50.610 --> 00:45:54.079 non-permanent surface for them to do and I read this question out loud. 00:45:54.420 --> 00:45:58.879 So with your whiteboard, so this is what I did verbally. They all change seats. 00:45:58.880 --> 00:46:03.599 We did random groups but we tried it at their seats rather than the at the board's. 00:46:04.810 --> 00:46:07.889 Stage two. So now if you've tried that part 00:46:07.890 --> 00:46:08.859 this is where you go next. 00:46:08.859 --> 00:46:15.509 Don't give them any worksheets. When the teacher goes around you answer only the key thinking questions. 00:46:15.510 --> 00:46:19.649 You don't want to prompt them. You want them to think. You don't want to give them the answer. 00:46:19.780 --> 00:46:24.749 Let the students roam if you want. Have them go to another group and try to figure out hey 00:46:24.750 --> 00:46:26.190 what did that group do? 00:46:26.190 --> 00:46:29.730 Then that's when you might want to give two sets of questions perhaps for those kids in the room. 00:46:29.730 --> 00:46:34.409 And in the last part is how what do they do when they're done? What notes do they take? 00:46:34.570 --> 00:46:36.719 So at the end I asked these questions. 00:46:36.910 --> 00:46:42.990 I asked what would you do the same if you got the same type of problem or what would you do 00:46:43.089 --> 00:46:47.009 differently? What strategies did you use? This is the same question. 00:46:47.200 --> 00:46:53.669 Same thinking classroom. One student put stuff about talking about tenths, talk about money, so adding a zero. 00:46:53.670 --> 00:46:54.010 00:46:54.010 --> 00:47:00.419 I did not tell the student to write that. These are reminders for that student so that if he or she sees this problem again that 00:47:00.700 --> 00:47:05.040 that they'll put it they'll remind them says hey, I remember that's money now. 00:47:05.980 --> 00:47:07.500 Benchmarks we talked about benchmarks. 00:47:07.500 --> 00:47:12.270 That's one of the big ideas for number sense is knowing quantities of how much something is. 00:47:12.640 --> 00:47:19.410 Benchmarks on a number line, which units to use. And then also this student said next time. I'll remember to read the question carefully. 00:47:19.930 --> 00:47:25.200 Perhaps something that was misunderstood when the question was given verbally. 00:47:25.569 --> 00:47:28.739 I'll remember to make sure my work ideas are clearly written down. 00:47:28.740 --> 00:47:34.469 I'll need to explain what each number means and I want to know what the part and the whole are. Both of these came from 00:47:34.470 --> 00:47:40.740 exactly the same question. But two of these students responded differently in terms of what they felt was the most 00:47:41.230 --> 00:47:43.230 important things to take away from that learning. 00:47:44.319 --> 00:47:45.460 Stage three 00:47:45.460 --> 00:47:48.659 this is now when you consolidate you take all of their 00:47:48.910 --> 00:47:55.050 whiteboards put them all beside each other and this is kind of typical to that bansho technique from before. 00:47:55.119 --> 00:47:57.119 How do you help with the consolidation? 00:47:57.520 --> 00:48:00.479 Consolidate you start with the bottom start with the weakest group. 00:48:00.480 --> 00:48:04.199 What strategies did they use that can benefit everyone and then you move to 00:48:04.359 --> 00:48:09.989 developing that success criteria together. And in the end the teacher creates the any important notes. 00:48:10.030 --> 00:48:15.869 So I would write this down in the end and say here are some strategies that the students used. Feel free to copy this down 00:48:15.869 --> 00:48:20.129 but these are the strategies that you used. And then after that so this is another example of 00:48:20.650 --> 00:48:26.549 what we did in terms of strategies. So I didn't teach them this. This is what came up with through their thinking classroom 00:48:27.160 --> 00:48:29.160 through their boards. 00:48:31.059 --> 00:48:33.209 Assessment so this now ties in David to that other 00:48:33.339 --> 00:48:38.159 question about how do you assess. So I started off firstly by just looking at a checklist 00:48:38.160 --> 00:48:40.859 I used an observable checklist of the things that you know 00:48:40.859 --> 00:48:45.689 I thought were important. But in the thinking classroom, this kids don't look at this is too many words. 00:48:45.690 --> 00:48:47.690 But the kids didn't respond to this in 00:48:48.579 --> 00:48:53.639 2017 or whenever I did this. They didn't like it. So last year. I've moved to a single point rubric. 00:48:53.710 --> 00:48:58.980 All I did was put one thing at the very bottom. So I said I'm gonna assess you on communication. 00:48:58.990 --> 00:49:03.629 Do you show me organization and clarity of method to get the correct answer? 00:49:03.630 --> 00:49:10.559 So I did that. So I gave them some descriptive feedback in purple. So use the term fact. You didn't use that. 00:49:10.559 --> 00:49:16.229 Why didn't you try using a 2 or a 5 for example, and then I had the students reflect. What did they learn? 00:49:16.420 --> 00:49:22.769 Why did they not do that or what Will they do the next time and then they assessed. I assessed. 00:49:22.769 --> 00:49:23.609 So in this case 00:49:23.609 --> 00:49:30.748 we just I gave them that they're hitting expectations and it gave the students an opportunity next time through the spacing to 00:49:31.509 --> 00:49:34.769 to redo this quiz if they wanted to. Different numbers. 00:49:35.859 --> 00:49:37.859 What does this look like altogether? 00:49:37.930 --> 00:49:42.659 Putting it together. What does it look like? So this is another this is my summary. 00:49:42.880 --> 00:49:46.230 So my first my short ranged plans for week one and week two. 00:49:47.049 --> 00:49:52.288 Week one I do chapter one. I do my spiraling for the first 15 minutes of the day. 00:49:52.289 --> 00:49:56.219 So I do those little things. I do the content exploration every day, 00:49:56.890 --> 00:49:59.069 not every day, on Mondays and Wednesdays. 00:49:59.380 --> 00:50:03.989 I do the practice on Tuesdays and Thursdays and then on Friday 00:50:03.989 --> 00:50:10.799 is that review. We do a quiz. We do some math appreciation. We do something that's a little bit more fun. 00:50:11.499 --> 00:50:16.559 Second week. I change units altogether I go to data management. Same thing 00:50:16.559 --> 00:50:22.829 but now I'm going to chapter three. So chapter 3.1 with still the spiraling. I still do the multiplication times tables. 00:50:22.829 --> 00:50:24.829 I still do estimation in the morning. 00:50:25.210 --> 00:50:30.149 If I know that I have a short week because of a holiday or because I have a 00:50:30.880 --> 00:50:34.439 PD day or I have an assembly or a fire dril ils coming up 00:50:34.440 --> 00:50:38.520 I know that I'll have to work with this and manage it a little bit. Notice here on Thursday 00:50:38.520 --> 00:50:40.200 I've highlighted throwback Thursday 00:50:40.200 --> 00:50:43.169 I go back to chapter 1. So notice even in 00:50:43.510 --> 00:50:49.139 week 2 I'll go back to this assessment or the quiz that they did in week 1 to see 00:50:49.140 --> 00:50:54.510 hey, do you need help? Do you need me to review that? Let me see that. You gave yourself below expectations. 00:50:54.520 --> 00:50:59.820 Why do you think so? So I'm gonna leave this slide because there's a lots of that just on this slide. 00:51:00.040 --> 00:51:05.880 And I will ask David if there's any more questions now that I have a minute and 30 seconds. 00:51:05.880 --> 00:51:13.139 Look at me. Good timing. Good timing. So there's actually a lot of conversation about the thinking classroom. 00:51:13.140 --> 00:51:16.770 I didn't see too too many questions that popped up specifically about the thinking classroom. 00:51:16.770 --> 00:51:21.270 Although I did see one that sort of ran by that caught my eye and the question was about how 00:51:22.000 --> 00:51:24.630 this might work with students who have spec ed needs. 00:51:26.470 --> 00:51:28.210 Um 00:51:28.210 --> 00:51:34.139 which part of the thinking classroom? I think there could be you could probably address either. 00:51:34.140 --> 00:51:40.350 Let me start so kids that have exceptionalities for the thinking classroom. Here's what I would attempt to do. 00:51:40.350 --> 00:51:43.739 I need to know what their IEP says. So if there's someone that has social anxiety 00:51:44.380 --> 00:51:52.260 I would tend to always put them in a group with one student that they're always comfortable with and then the third student so you 00:51:52.260 --> 00:51:58.649 want to make loops of three. The optimal group for the classroom is three. So I'd always keep them with one person that they're very 00:51:58.650 --> 00:52:01.320 comfortable with and then someone who's different. Always random. 00:52:01.780 --> 00:52:07.169 Another thing I could use in terms of environmental is always have the same space for that student. 00:52:07.210 --> 00:52:11.820 So I always have that corner of the board is always that student's opportunity 00:52:12.340 --> 00:52:17.939 to to work on that. And you know what? I'd have to see if the if the accommodations are 00:52:18.640 --> 00:52:23.310 not a bad that they can be participating in that. That's great. If they're modified 00:52:24.190 --> 00:52:26.340 then what I would do is I would 00:52:26.800 --> 00:52:33.179 tend to kind of like have my modification question on the side and I'd say here's what you can do 00:52:33.180 --> 00:52:35.790 you can work with them, but these are the numbers 00:52:35.790 --> 00:52:40.800 I want you to try for your consolidation afterwards and I'll work with you with that one separately. 00:52:40.990 --> 00:52:47.439 So at least then we can still have the part of that socialization of being up at the boards and trying to try that out 00:52:47.599 --> 00:52:52.719 without having to you know, ostracize them and say here's your special work at your desk. 00:52:53.570 --> 00:52:56.289 I hope that I don't know if there's that I can't think of anything else. 00:53:07.089 --> 00:53:09.089 Any other questions David? 00:53:15.640 --> 00:53:17.640 Am I stuck? 00:53:20.410 --> 00:53:22.410 Did I die? 00:53:22.419 --> 00:53:22.980 No, you didn't. 00:53:22.980 --> 00:53:27.689 I forgot to turn my mic on again. So I was talking to everybody in my room. 00:53:28.539 --> 00:53:33.809 But yeah, so there are more questions, but I'm just going to share my screen and we're sort of gonna wrap this up. 00:53:35.169 --> 00:53:37.169 Just just so that we can 00:53:37.539 --> 00:53:39.599 move on. I think we're out of time. 00:53:40.419 --> 00:53:42.809 So I do want to thank you for that informative session Gerard. 00:53:43.390 --> 00:53:47.849 There are a lot of really great ideas and right out of the gate 00:53:47.849 --> 00:53:51.688 I love that you talked about the book Make It Stick. I think that's a book that every teacher should read 00:53:52.900 --> 00:53:56.400 but for the for the attendees if you do have any more questions 00:53:57.249 --> 00:53:59.249 you can put those 00:54:00.339 --> 00:54:01.630 in 00:54:01.630 --> 00:54:07.890 the Google Doc I'm just gonna hit send and put that in the chat right now, so that's just in the chat right now. 00:54:09.069 --> 00:54:14.188 If you didn't have any questions that had questions that weren't answered you can type them in there. 00:54:14.219 --> 00:54:17.279 All of Gerard's links are also in the Google Doc 00:54:18.369 --> 00:54:22.889 so that you can directly click on them. There's a link to the slide show 00:54:22.890 --> 00:54:25.919 I've been pasting that in the chat as well. It is a 00:54:26.859 --> 00:54:30.658 Google link to a Google Sheets doc I make to make a copy 00:54:30.729 --> 00:54:33.539 so if you don't have a gmail account that might be an issue, but 00:54:34.239 --> 00:54:41.609 you know, it will make a copy of the slide show for you. Also in the Google Doc is a link to a 00:54:42.130 --> 00:54:45.869 Google Form where you can enter to win one of the many 00:54:46.150 --> 00:54:50.849 door prizes. If you're not sure the door prizes are if you go to the general 00:54:52.630 --> 00:54:54.630 the general 00:54:54.669 --> 00:54:58.769 program for the day and scroll down to the bottom. It has a list of all the door prizes there. 00:54:59.380 --> 00:55:03.900 That form we're gonna try to only make available today and we only want you to use that once. 00:55:05.079 --> 00:55:07.079 If you 00:55:07.390 --> 00:55:12.299 as I said, this is going to be recorded this was recorded and it's gonna be posted in the morning. 00:55:13.059 --> 00:55:16.798 If you want to get to that you can go to bit.ly/oame2020virtual 00:55:17.469 --> 00:55:23.219 that will get you to the page for the entire conference and all the sessions. 00:55:23.740 --> 00:55:26.339 So you'll be able to see any of the recordings from there. 00:55:27.040 --> 00:55:33.419 We are asking that you don't share that like publicly though. We want to keep that between us. A little secret and 00:55:33.940 --> 00:55:41.339 those recordings will be accessible until Monday at midnight. After that they will be only available to OAME members. 00:55:41.339 --> 00:55:47.549 So hopefully you will consider becoming a OAME member to take part in that. So again, thanks to Gerard 00:55:48.099 --> 00:55:49.300 and 00:55:49.300 --> 00:55:50.650 again, if you've got any more questions 00:55:50.650 --> 00:55:54.480 you can leave them in the Google Doc and Gerard will look at that over the next few days.