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How To Engage The Disengaged - A Math Mentoring Moment

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Manage episode 377254332 series 2471185
Content provided by Kyle Pearce & Jon Orr, Kyle Pearce, and Jon Orr. All podcast content including episodes, graphics, and podcast descriptions are uploaded and provided directly by Kyle Pearce & Jon Orr, Kyle Pearce, and Jon Orr or their podcast platform partner. If you believe someone is using your copyrighted work without your permission, you can follow the process outlined here https://player.fm/legal.

Today we speak with Robert Barth, a high school math teacher from the South side of Chicago. Robert shares his experience with teaching with the original flipped classroom model and how he’s morphed it over the years to incorporate Peter Liljedahl’s work on Building Thinking Classrooms and the Make Math Moments “Real” Flipped Classroom approach incorporating teaching through task.


Listen in as Robert wonders how to engage students who give push back when working in groups and sharing their thinking. You’ll hear about teacher moves you can make to motivate students who seem to be unwilling to engage and how to balance your class time between “group thinking” and “individual thinking”.

This is another Math Mentoring Moment episode where we chat with a teacher like you who is working through some problems of practice and together we brainstorm ways to overcome them.


You’ll Learn:

  • Why the “double-flipped” classroom model might be helpful for those who have struggled to implement problem based lessons in the past;
  • Why taking the time to be explicit with students as to why we do what we do in math class;
  • The teacher moves we can leverage to motivate students who seem unwilling to engage;
  • Why too much “group-think” time can may limit the necessary “individual-think” time that students need to individually reflect; and,
  • How we can incorporate routines to intentionally promote the development of relational trust in our mathematics communities.

Resources:

District Math Leaders:

How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge?

What about opportunities for those who are eager and willing to elevate their practice, but do not have the support?

Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning.

Book a short conversation with our team now.

Love the show? Text us your big takeaway!

Please help new listeners find the show. Leave a rating or review on your platform.

  continue reading

287 episodes

Artwork
iconShare
 
Manage episode 377254332 series 2471185
Content provided by Kyle Pearce & Jon Orr, Kyle Pearce, and Jon Orr. All podcast content including episodes, graphics, and podcast descriptions are uploaded and provided directly by Kyle Pearce & Jon Orr, Kyle Pearce, and Jon Orr or their podcast platform partner. If you believe someone is using your copyrighted work without your permission, you can follow the process outlined here https://player.fm/legal.

Today we speak with Robert Barth, a high school math teacher from the South side of Chicago. Robert shares his experience with teaching with the original flipped classroom model and how he’s morphed it over the years to incorporate Peter Liljedahl’s work on Building Thinking Classrooms and the Make Math Moments “Real” Flipped Classroom approach incorporating teaching through task.


Listen in as Robert wonders how to engage students who give push back when working in groups and sharing their thinking. You’ll hear about teacher moves you can make to motivate students who seem to be unwilling to engage and how to balance your class time between “group thinking” and “individual thinking”.

This is another Math Mentoring Moment episode where we chat with a teacher like you who is working through some problems of practice and together we brainstorm ways to overcome them.


You’ll Learn:

  • Why the “double-flipped” classroom model might be helpful for those who have struggled to implement problem based lessons in the past;
  • Why taking the time to be explicit with students as to why we do what we do in math class;
  • The teacher moves we can leverage to motivate students who seem unwilling to engage;
  • Why too much “group-think” time can may limit the necessary “individual-think” time that students need to individually reflect; and,
  • How we can incorporate routines to intentionally promote the development of relational trust in our mathematics communities.

Resources:

District Math Leaders:

How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge?

What about opportunities for those who are eager and willing to elevate their practice, but do not have the support?

Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning.

Book a short conversation with our team now.

Love the show? Text us your big takeaway!

Please help new listeners find the show. Leave a rating or review on your platform.

  continue reading

287 episodes

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