*you’ve

I had that same problem. I really only communicated with @mnmmath.bsky.social because I couldn’t see anyone else’s post unless she responded to them. Something must be weird with @bsky.app’s algorithm tonight. I haven’t had that problem on other #ElemMathChat chats. 🤷🏻‍♂️

We analyze textbook lessons in another assignment! It’s not as deep of a dive as I would like to have, but we try to show them how this work aligns with the textbook lessons they may be required to teach. #ElemMathChat

This typically happens the semester prior to student teaching. So, they’ve worked 1:1, they then work with a small group, and then they move to student teaching where they work with an entire class. #ElemMathChat 3/3

For the second semester, they have the knowledge from the Student Impact Project with one child to build upon. For the second semester, they have to apply that knowledge in a real-time small group lesson, analyze data from multiple kids, and make a plan for the next visit. #ElemMathChat 2/

Great question! First, they’re elem PSTs, so it’s closer to 20 students than 120! The project I described is in the first math methods course. For the second semester, they work w/ small groups. We go through a similar process, but 1:1 convos with kids turn into small group lessons. #ElemMathChat 1/

I like how you’re using standardized data (MAP) as well as work samples from class (Reveal) to cross reference. What a great way to ensure they’re using as much information as possible instead of over-relying OR ignoring test scores and/or their own knowledge of the child’s daily work. #ElemMathChat

They justify the numbers they place in the problems by pulling data from student work samples and attending to state standards. I meet w/ each PST 1:1 after they’ve implemented/analyzed the initial interview. We discuss their plans, their justifications, and any concerns they have. #ElemMathChat 2/2

Not allowed! They have to identify CGI problem types with which the child needs assistance. Once they choose the problem types they construct problems based on the child’s interests (which they’ve identified through an interest inventory. #ElemMathChat 1/

The idea is to show the growth the children have made mathematically and for PSTs to identify the ways they contributed to that growth. #ElemMathChat 4/4

For the final project of the semester, each PST gathers all of the documentation from across the semester and creates a Student Impact Project. The project shows findings from the initial assessment, plans the PST made, videos and photographs of interactions with the student, etc.
#ElemMathChat 3/

The PSTs then use this analysis to build a plan for the student. Each PST spends time with the student each week during their practicum time. During that time, they implement/reflect/revise the plan. At the end of the semester, they do a post-assessment. #ElemMathChat 2/

We do different assessments like number sense and problem solving assessments (based on the CGI Framework). I have preservice teachers administer the assessments with elementary students, look for the child’s strengths, and identify next steps. #ElemMathChat 1/

🤣😂🤣

Thank you, @mnmmath.bsky.social, for jumping in to lead tonight. You’re the best! #ElemMathChat

A4: Put st work on the board and have the class analyze (*critique the reasoning of others*). That st doesn’t talk-the rest of us do. At the end, we defer to the st whose work is on display. They confirm/refute our ideas, and they have the last word as the expert. #ElemMathChat