Grades 3rd - 5th
Grades 3rd - 5th
Embedded Files
Teaching Resources - Fluency in Multiplication and Division
Teaching Resources - Fluency in Multiplication and Division
Icons Below are Active Hyperlinks
Icons Below are Active Hyperlinks
Procedural Fluency is working:
Efficiently
Flexibly
Accurately
The Progression of Multiplication - Captioned.mp4
Figuring Out Fluency Books are available from Corwin and Amazon
Figuring Out Fluency Books are available from Corwin and Amazon
Phase 1
Phase 1
Problem Solving Tasks
Chapter 1
"Good problem solving tasks require students to get stuck and then to think, to experiment, to try and to fail, and to apply their knowledge in novel ways in order to get unstuck." page 20
Three Types of Tasks
Non-curricular engaging tasks - Peter's Card Trick tasks (Not standards specific)
Scripted curricular tasks
As-is curricular tasks (direct instruction)
Where Students Work
Chapter 3
Vertical Non Permanent Surfaces
One marker per group
Students begin working sooner, engage because not anonymous, share ideas more readily, persist with a task longer.
Forming Collaborative Groups
Chapter 2
Visually form random groups
Regroup students often (hourly)
K - 2 Optimal size is partnership (2 people)
3rd and up optimal size is 3 people
Benefit: Significant increase in student participation and thinking (take on different roles within the group)
Phase 2
Phase 2
How/When To Give a Task
Chapter 6
Give students a thinking task within first 3 - 5 minutes of class
Give instruction to students while they standing in a huddle about you
Verbally given tasks produced more thinking while textbook/workbook produced the least.
Tasks given during the middle or end of a lesson produce much less thinking and increase asking of stop-thinking questions.
Arranging the Classroom Space, Chapter 4
Macro- Move Defronting the classroom changes student behavior and teacher behavior. Students talk together more and teachers less (more circulation)
Micro-Moves
Cluster desks away from walls
Position desks/chairs in all directions
Try not to stand in what was the "front" of room
Move around the room while talking to students.
How Teachers Answer Questions, Chapter 5
Proximity Questions
Stop thinking questions
Keep thinking questions
200-400 (90%) questions a day were Proximity/Stop
Answer a question with a question and walk away. Reduced this type of question dramatically.
Fostering Student Autonomy
Chapter 8
Structure you class so that students have autonomy
Learn to deflect direct questions by pointing students towards other groups in order to:
Compare answers
Compare work and strategies
Learning how to move forward with the next task
You are managing the mobility of knowledge in the room instead of being the deliverer of knowledge in the room.
Resources for Finding Thinking Tasks
Resources for Finding Thinking Tasks
Extending Your Learning about Thinking Classrooms
Extending Your Learning about Thinking Classrooms
Read the Book
Read the Book
Vertical Alignment Work
Vertical Alignment Work
Page updated
Report abuse