- The teaching move keeps the thinking going
- A "move" can be allowed, if it keeps the thinking going
- Do the move you anticipate will keep the mathematical thinking going
- You can change the constraint, etc, it's your math!
- It feels different to "go in the opposite direction" (you own it, you discover it, you belong to it)
- The solution to the task is the argument. The benefit to this is the middle space.
- Menu Math:
1, 1, 1, 1, 2, 2, 2, 3, 3, 3, 4, 5, 5, 6, 6, 9, 10 --> Build 10 fractions that, when added together, create the largest number.
Switch: Build a number that has a remainder of _ when divided by _.
- Have students act as a designer. We, as teachers, are invited into what they know.
- "Ask for forgiveness, not permission." - Student Agency
When agency comes in, you've got to be prepared to be surprised!
- Keep students thinking.
- You are allowed to change just a single group's instructions! Keep students thinking.
- They are building sense. They aren't just pushing around the sense that everyone else has laid out.
- It is always a good idea to let the kids be brilliant. That is never a bad idea!
- "A culture: If students are going to be designers, you need to build the agency of a designer."
- Custom Functions: Build the equation of a function that...
- Write a bunch of requirements on a bunch of cards; every day, flip over, 3 or 4 or...
- Here's our direction of schooling...what happens if we flip it?
Why start with less than student potential?
- We don't have a lot of time...why not spend all of it in student thinking?
- Bravery starts with access --> When students know that one or two classmates will answer that question, they don't have to be brave. When we allow that to happen, we stop the thinking. Requiring answers from all provides access to thinking and space that requires bravery.
- "A gateway: Start by asking students to 'choose' or 'change' one thing." Thinking can be continued by this simple task.
http://natbanting.com/
"A gateway: Start by asking students to 'choose' or 'change' one thing." Thinking can be continued by this simple task. I would love to try this. So simple. I just gave the matchstick problem to my 6s, an extension the next day could be for them to choose or change one thing about the problem.
ReplyDeleteLove building questions. This is a great example of menu math. 1, 1, 1, 1, 2, 2, 2, 3, 3, 3, 4, 5, 5, 6, 6, 9, 10 --> Build 10 fractions that, when added together, create the largest number. I do a lot of building questions with place value and number lines.
Will definitely follow Nat Banting.
Also, I feel the above mean, median, mode question has merit. It relies on a strong understanding of each vocabulary concept and invites trying, and tinkering.
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