I can almost see itThat dream I am dreamingBut there's a voice inside my head saying"You'll never reach it"
Every step I'm takingEvery move I make feelsLost with no directionMy faith is shaking
But I gotta keep tryingGotta keep my head held high
There's always gonna be another mountainI'm always gonna wanna make it moveAlways gonna be a uphill battleSometimes I'm gonna have to lose
Ain't about how fast I get thereAin't about what's waiting on the other sideIt's the climb
The struggles I'm facingThe chances I'm takingSometimes might knock me downBut no, I'm not breaking
I may not know itBut these are the moments thatI'm gonna remember most, yeahJust gotta keep going
And I, I got to be strongJust keep pushing on
'Cause there's always gonna be another mountainI'm always gonna wanna make it moveAlways gonna be a uphill battleSometimes I'm gonna have to lose
Ain't about how fast I get thereAin't about what's waiting on the other sideIt's the climb, yeah!
There's always gonna be another mountainI'm always gonna wanna make it moveAlways gonna be an uphill battleSomebody's gonna have to lose
Ain't about how fast I get thereAin't about what's waiting on the other sideIt's the climb, yeah!
Keep on moving, keep climbingKeep the faith, babyIt's all about, it's all about the climbKeep the faith, keep your faith, whoa
Headin’ home…Reflecting on practice
Your wordle
What you find notableWhat you find surprisingWhat you find missing
At your table, spend 5 minutes discussing…
What you find notableWhat you find surprisingWhat you find missing
Responses to:
Setting the stageWeek 1
Identifying goals
Moving on from student error
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What are your students telling you?
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Match goals with instruction and activities
We looked at your feedback
Discovered goals need to be clearly expressed to students
Your activities need to allow student thinking to surface
Need to engineer effective classroom discussions and learning tasks
Information can come from non-Mathematical means
Discovered the need for tools… how, how, how?
What are you still thinking about now?
Building with the 5 NonNegotiablesWeek 2
Minute by minute, Day by Day
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A deep task … looking at student responses deeply
Collecting information about students’ understanding and behavior
Matching goals with checkpoints and with end tasks
Receiving feedback on your planning from peers
I observe … I believe, I wonder
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This could be a video of your class…
Collection information in a new way
Doug Corey from BYU
Students (and teachers) need to struggle
Principles of effective instruction
What is the one tool or technique of formative assessment you will use next year?
Are you helping your students by using it? How will you know?
Week 3
The Assessment Pattern versus the Formative Assessment Cycle
Students using online self-assessment tools
Electronic environments for student learning
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Designing effective questions to uncover student understanding
Being a listener … really hear what students are saying or doing
Allowing students to grow as independent problem solvers
You have two roles: one as teacher, one as learner
Music evokes memories, expresses knowledge and inspires
Moving from expert to novice
Setting a goal
Having a supportive community
He made his goal public and wrote about his progress & challenges
It’s not about trying to do, it’s about doing it.
Who will help you climb?
Who’s got your back?
Who can you rely on?
When the going gets tough, how will you keep going?
Who will help you when you lose sight of your goal?
How are you going to face the obstacles you know are there?
Who will help you climb?
You’ve made friends
This beautiful state
Laugh. Cry.
Umm…
Math.
Teaching. Resource. Practice.
What message do you need to send to yourself to move forward?
The last box
Post cards from the edge
In the small space on the post card, (& with the knowledge that post cards go through multiple hands) write the message that will matter and will remind you of all you’ve seen, done and thought.
Survey
Open your laptop when doneComplete survey - http://bit.ly/pcmijuly22
Shhh… When finished
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