Ep 23: Making Math Moments Virtual Summit Top Picks!

1
00:00:00,000 --> 00:00:05,660
Today is a very special episode. I'm going to talk to you about some of the sessions

2
00:00:05,660 --> 00:00:10,720
in the Making Math Moments Summit that I am very excited to listen to, and hopefully you

3
00:00:10,720 --> 00:00:15,480
can get your list ready and register if you have not yet. It's taking place November 17th,

4
00:00:15,480 --> 00:00:19,320
18th, and 19th completely free for the entire weekend.

5
00:00:19,320 --> 00:00:31,760
Hello and welcome to Making Number Sense Makes Sense, a podcast for elementary teachers,

6
00:00:31,760 --> 00:00:36,600
specifically early elementary teachers, looking to really make an impact in the number sense

7
00:00:36,600 --> 00:00:41,680
of their students. If you have been listening to my previous series, it's all about the

8
00:00:41,680 --> 00:00:47,200
stages of counting, and that is going to be what I'm presenting my session on, on the

9
00:00:47,200 --> 00:00:53,280
18th. So in that session, I'm going to go through everything that I talked about in

10
00:00:53,280 --> 00:00:58,160
the previous episodes, as well as show you pictures, give you even more ideas so that

11
00:00:58,160 --> 00:01:02,200
you are ready to go with your counting stages in your classroom.

12
00:01:02,200 --> 00:01:06,880
Alright, my self-promotion is out of the way. We're moving on to the things I'm very, very

13
00:01:06,880 --> 00:01:12,000
excited to learn about. Like I shared previously, the reason that I even started this podcast

14
00:01:12,000 --> 00:01:16,280
is I wanted to share with other teachers who wanted to know more about how to teach math

15
00:01:16,280 --> 00:01:21,400
some of the things that I have learned, but I still love to hear from other people, see

16
00:01:21,400 --> 00:01:26,120
what they're doing in their classrooms with different areas of expertise to become a more

17
00:01:26,120 --> 00:01:31,240
well-rounded teacher and curriculum writer. I'm going to go kind of chronological. There

18
00:01:31,240 --> 00:01:35,280
was a lot, but the ones that I'm really looking forward to are the following. The first one

19
00:01:35,280 --> 00:01:40,840
is about building thinking classrooms and closing the lessons. Now, I am sure that there

20
00:01:40,840 --> 00:01:45,880
are people who always run out of time at the end of class to wrap up their lesson. That's

21
00:01:45,880 --> 00:01:50,600
definitely me. I definitely do that. So I'm excited to hear kind of their take on closing

22
00:01:50,600 --> 00:01:53,880
lessons and how to really bring everything around.

23
00:01:53,880 --> 00:02:00,060
Something else I am very interested in hearing about is creating culturally relevant tasks

24
00:02:00,060 --> 00:02:05,680
in mathematics, which kind of goes with another session, a culturally responsive math classroom.

25
00:02:05,680 --> 00:02:09,480
Just because I feel like those are buzzwords that everybody hears about. Oh yeah, I need

26
00:02:09,480 --> 00:02:13,440
to be culturally responsive, but it's kind of vague, kind of like number sense. Like,

27
00:02:13,440 --> 00:02:18,080
well, how do I do that? So I'm excited to hear what they have to say so that we can

28
00:02:18,080 --> 00:02:22,380
all become more culturally responsive in the tasks that we choose and the way that we set

29
00:02:22,380 --> 00:02:24,680
up our math classes.

30
00:02:24,680 --> 00:02:28,540
Another one that I'm looking forward to is by Dr. Nikki Newton, and it's about giving

31
00:02:28,540 --> 00:02:34,840
students access to grade level standards. Now, you know, 20, 30 students walk into your

32
00:02:34,840 --> 00:02:38,520
classroom at all different levels and you never really know where they're going to be,

33
00:02:38,520 --> 00:02:43,920
but it's so important, I feel, to give every student access to the same information so

34
00:02:43,920 --> 00:02:48,480
that they can make growth as well. So I'm excited to hear about what she says, how she

35
00:02:48,480 --> 00:02:53,860
would suggest creating that access to give all students a chance to thrive.

36
00:02:53,860 --> 00:02:57,280
Another one you may not think that I would be that interested in, because it seems like

37
00:02:57,280 --> 00:03:02,240
something for older kids, is coding. There's a few sessions on coding and I would like

38
00:03:02,240 --> 00:03:06,880
to hear kind of what they have to say. I'm completely expecting it not necessarily to

39
00:03:06,880 --> 00:03:12,440
be geared towards early elementary, but I'd love to hear about it. Just because I think

40
00:03:12,440 --> 00:03:18,240
a lot of people who don't work with the younger side of students don't realize how much they're

41
00:03:18,240 --> 00:03:23,840
capable of. I mean, who would have thought that you'd be teaching kindergarten on Zoom

42
00:03:23,840 --> 00:03:28,440
and that they could manage it on their own? Like, when I think back on it, it's really

43
00:03:28,440 --> 00:03:32,400
incredible. Like, the students that I was working with, they were, they could, you know,

44
00:03:32,400 --> 00:03:38,000
turn their camera on and off, put in reactions, answer in the chat, click on a link, do a

45
00:03:38,000 --> 00:03:43,660
whole Google slide, like do some Google interactive slides, Paradex, come back to the session.

46
00:03:43,660 --> 00:03:48,240
When you think about it, that is a lot for a five-year-old to be able to do with no,

47
00:03:48,240 --> 00:03:54,680
like, in-person instruction. So if a five-year-old can figure out how to manage all of that on

48
00:03:54,680 --> 00:04:00,320
Zoom, I feel like young kids could also figure out coding and get a handle on that. And imagine

49
00:04:00,320 --> 00:04:04,320
what success you would be setting them up for if they already understand the basics

50
00:04:04,320 --> 00:04:10,000
of coding in a world that is going so digital. So I'm excited to hear about that.

51
00:04:10,000 --> 00:04:14,000
The other two kind of go hand in hand, and that's even though I want to know about coding,

52
00:04:14,000 --> 00:04:20,160
I want to make sure that kids are ready for what they're going to face out in the big

53
00:04:20,160 --> 00:04:25,880
bad world, they're still kids. And a lot of times with testing and grades and this and

54
00:04:25,880 --> 00:04:31,000
that, they don't often, or in my opinion, I feel like they don't often get enough time

55
00:04:31,000 --> 00:04:37,520
to just be kids and play. So the next two sessions are, one is about math play, and

56
00:04:37,520 --> 00:04:41,360
I'm wondering if that's about centers, I'm wondering kind of what they're talking about

57
00:04:41,360 --> 00:04:47,160
there. I'm just curious to know kind of what their take is on math play in the classroom.

58
00:04:47,160 --> 00:04:53,040
And the other one is about children's books and mathematics, and using that to pull some

59
00:04:53,040 --> 00:04:57,880
really interesting math problems. And the reason specifically I'd love to hear more

60
00:04:57,880 --> 00:05:02,760
about this is because a lot of time, you know, I was a Spanish immersion teacher, so all

61
00:05:02,760 --> 00:05:06,760
of my instruction was taking place in Spanish, and there's a lot of children's books that

62
00:05:06,760 --> 00:05:13,520
have math themes, not necessarily in Spanish though. So I would say I probably did not

63
00:05:13,520 --> 00:05:19,520
use enough literature in my classroom just because with everything that's going on, I

64
00:05:19,520 --> 00:05:24,520
did not have a lot of time to find the books that I needed in Spanish, and if I did, they

65
00:05:24,520 --> 00:05:27,680
didn't have them in our library, so we had to figure out where they were and get them

66
00:05:27,680 --> 00:05:32,520
in. So it just ended up becoming a lot and ended up becoming a bit of a mess. I would

67
00:05:32,520 --> 00:05:38,000
love to hear kind of what this presenter talks about, kind of what to look out for, and maybe

68
00:05:38,000 --> 00:05:42,520
then I could compile a list of books that I would love to use in the future and see

69
00:05:42,520 --> 00:05:46,400
if there's any really good translations because just because it's translated does not mean

70
00:05:46,400 --> 00:05:51,720
it's translated well. So that's kind of my wrap up of things I would really like to hear

71
00:05:51,720 --> 00:05:56,040
about in the virtual summit and, you know, presenting myself as well, but that's only

72
00:05:56,040 --> 00:06:01,400
for an hour, so there's lots of time to look through other things. So if you have not registered

73
00:06:01,400 --> 00:06:07,160
yet, what are you waiting for? It's absolutely free to join for the weekend. There are options,

74
00:06:07,160 --> 00:06:12,240
like paid options, if you want to extend how long you have access to the recordings, but

75
00:06:12,240 --> 00:06:15,760
to be honest with you, when I went to it last year, I definitely didn't. I was like, I'm

76
00:06:15,760 --> 00:06:19,800
just picking the things I really want, and if I have time, I'll listen to other things,

77
00:06:19,800 --> 00:06:25,000
and that was absolutely fine for me. I definitely still got a lot of value out of the experience

78
00:06:25,000 --> 00:06:29,480
and hearing what other people have had to say, and I was able to turn a lot of that

79
00:06:29,480 --> 00:06:33,720
around right away and use it in my classroom and see amazing results for the second half

80
00:06:33,720 --> 00:06:38,160
of the school year. So I would encourage you to take a little peek through, see if there's

81
00:06:38,160 --> 00:06:43,640
any sessions that really call to you, and register for the event. I'm super excited

82
00:06:43,640 --> 00:06:50,320
to hear what you think, what you decide, what sessions you decide to attend, and you can

83
00:06:50,320 --> 00:06:55,720
let me know all of that on Instagram. And until then, I'll see you there. And I'll actually

84
00:06:55,720 --> 00:06:59,960
be able to see you because it's on Zoom. But you can't turn your camera off, I totally

85
00:06:59,960 --> 00:07:14,160
get it, because I'm not a camera on type of person unless I have to be.