Stephen's Mindsets

A blended teacher’s personal mindsets shape his decisions as an educator. These mindsets influence general pedagogies, instructional approaches, and short-term decision making, alike. Check out how Stephen’s mindsets have helped to shape his blended instruction.

Strategy Resources (1)
Teacher Reflection
Teacher Reflection
Stephen Pham
Rocketship Si Se Puede Academy
San Jose, CA


About this strategy

Prep Time:
Fifth grade
Similar Strategies
Whole-Group Instruction
Vocab Blitz

The Vocab Blitz is a visual strategy used to teach concepts through the use of math vocabulary. Students answer deep questions about the relationship between words and math and earn tickets. They place these in the Raffle Jar, which we pick from on Fridays for a small prize. Math vocabulary just for the sake of knowing academic language is good, but the Vocab Blitz explicitly asks students to apply the terms, which allows me to build more rigorous questions and connect ideas (i.e. how volume connects to science). For example, by knowing what the dividend actually is, we have a shared language that we can use when trying to figure out if a problem is asking us to multiply or divide, and to connect to improper fractions' numerator when converting them.

Routines and Procedures

I begin every Math class with a high-energy strategy called Threshold. Students line up outside the classroom door "dressed for success" in their uniforms with their shirts tucked in. After a group greeting, a Math chant (practicing our multiples), and instructions for entering, my students walk to the door, shake my hand, enter the room, and immediately begin a Math warm-up. Threshold ensures that all of my students transition from their previous class smoothly and that their minds are ready for Math instruction.

Independent Student Learning
Yoda Master

Yoda Master is a way for students to learn, practice, and assess a skill that they previously did not master. Students utilize the Workshop strategy in a variation: everyone is remediating a past skill. They first access their formative data trackers and choose a skill they did not master. Then they create a playlist using approved resources and incorporating their learning styles. The teacher will approve the playlist and students begin the process. They have to check back in with the teacher once they have gone through the Learn, Teach, Practice,and Retake steps. The teacher serves as a true facillitator in this strategy, and can still pull groups or do data chats. This is the ultimate level of student agency and self driven learning!  

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