__Think about the instructional strategies you use most often.__

__1. Which do you believe are the most effective?__

__2. What evidence do you have for their impact?__

__Save these notes so you can see how the evidence in this book supports or challenges your thinking about effective practices.__

Reading that first chapter was unsettling. I know many of my strategies are not that effective. I know that many of them encourage surface learning. I now see that I need to enrich my own tool box to help my students move into deep learning and transfer learning. I have two changes I intend to make:

1. Less teacher talk, more student talk.

2. More whole group Number Talks.

In each of my three math groups I am going to be sure that every student has a chance to talk. I only have up to 4 students in each group so this really is not a difficult goal. I am going to model use of math language and insist that each math scholar contribute evidence of math thinking. It's a small start but I think it will be a big change.

Number Talks: I got this idea from our first Dine and Discuss and have started using them at the start of every math class. I teach kids from ages 11-14 so their skill levels vary widely, I have found this is an asset for number talks. I deliberately find problems that can be tackled from a variety of angles and skill levels. I let all students work quietly alone and then do whole group sharing. Finally we do a sharing walk where kids examine the thinking of their peers. A final discussion wraps up the about 20 minute activity.

I have been using this website for Number Talk problems: http://www.openmiddle.com, but would love to have other recommendations.