## Math Notebook Support on Computers: Math Notebook Support on Computers

Math Notebook Support on Computers
Students In Action

Students In Action

Independent Student Learning

# Math Notebook Support on Computers

Each of my students is given the option to use different notepads, lined or grid paper, and scratch paper we have. This strategy is implemented to develop students' ability to convey understanding using models or ideas that they have when using our math software. Students in this clip are given ideas about how to express their thinking using our math strategies card along the computer. Students use the notepads or paper to refer back to their previous notes, and to also help one another by referring back to notes where applicable.

Strategy Resources (2)
Students In Action

Poster

This poster is created when we begin blended learning to establish expectations using a T-chart. The left side has what someone would see if they peeked through the window during this time, and what they should hear upon walking around the room. I prompt students to visualize what they want these transitions to sound like and look like. Once these expectations are understood following the creation of the T-Chart, a student videotapes the students transitioning, and the other group observes the team transitioning. Half the class observes, the other half practices, and then they switch. We go through this process daily until students feel they are ready, always referring back to the poster as a guide and adjusting if needed.

Students In Action

Poster

This poster is created when we begin blended learning to establish expectations using a T-chart. The left side has what someone would see if they peeked through the window during this time, and what they should hear upon walking around the room. I prompt students to visualize what they want these transitions to sound like and look like. Once these expectations are understood following the creation of the T-Chart, a student videotapes the students transitioning, and the other group observes the team transitioning. Half the class observes, the other half practices, and then they switch. We go through this process daily until students feel they are ready, always referring back to the poster as a guide and adjusting if needed.
Freddy Esparza
Los Angeles, CA

Prep Time:
Quick
Subject:
Math
##### Similar Strategies
Instructional Openings

In my class, we go over one word a day from the unit we’re learning. The first step is to ask the class how many have heard of the word before. After I tally the number, those students predict its meaning (without giving any contexts). I ask them to justify why they make that prediction (e..g, where have they heard that word before? What clues are they drawing their information from?). After they share their predictions, I then share with them the signal or physical movement attached to word. It then becomes the signal word of the day.

Feedback Systems

This (bi-weekly/tri-weekly) strategy is used to incentivize, motivate, and support my students in truly taking ownership for their own learning. During each Blended Learning Data Chat, I recognize students who are consistently performing at the highest levels (Top-5) per program with a certificate and a small prize of their choice like a book, poster, or eraser. I then have the highest performing students come up so we can take a group selfie (with a selfie stick, of course), and then print each student a copy of the picture. The last part of the Blended Learning Data Chat is the recognition and celebration of our top performers who receive a certificate and take a picture to take home. They also receive a poster, eraser, book, or small prize of their choice for their effort and consistency.

Collaborative Student Groups

During the Problem Solving Investigation, students are in their teams and are delegating/agreeing on what their next steps and strategies will be during a problem solving investigation. Once they are ready to begin they show the teacher a silent signal, in this case a thumbs-up. They are then dissmissed to begin their investigation using manipulatives and materials they have are given/may select from. During this time each student is given a randomized role based on their drawn number for the session. Then students select strategies to solving the problem and collaborate using the strategies they've selected from our marh strategies card. Once they agree they provide feedback or ask questions in ways to proceed forth/close out the investigation task. The students identify their next steps and are in control of their own learning. I implement this strategy to catalyze stronger teamwork skills and lifelong collaborative abilities.This strategy is developing skill sets students will need in the upper grade levels as well as in college. Basic interpersonal communication and academic language profficiencies can only flourish when ample opportunities are created in the classroom.