>> Today is what date? >> Class: 10/04/ 05. >> Narrator: It begins in the first five minutes of first span. >> Teacher: What nature of a number do I have? Is it a composite multitude? A prime multitude or a square multitude? >> Class: Square. >> Narrator: It persists throughout the day. >> Boy: 3666. >> Girl: Isn't it one square, though? >> Narrator: In record class. >> Neyhart: We're going to measure the length of Titanic outside. >> Narrator: Art class.<br><br> >> Art teach: Whatever you induce, has to be cut off ... >> Class: Symmetrical. >> Symmetrically. >> Narrator: Computer Lab. >> Gould: And the next one. >> Class: Four negative four. >> Narrator: And it ends in last span, music class. >> Music teacher: We're going to take the math mind of below zero, and move it into music. >> Narrator: It is part of most everything that happens at Fullerton IV. A K-5 school in Roseburg, Oregon, it is ... >> Girl: But time would be exclusively times-ing it by what? So it can be any multitude at all. >> Narrator: The sorcery of math. >> Teacher: You are absolutely correct! >> Garrison: To me, math is genuinely not a subject.<br><br> It really permits kids to learn how to ground and problem-solve, and learn how to effectively expres. >> Music teacher: Now music is din, so what would be the opposite of audio? Yeah? >> Girl: Silence? >> Music Teacher: Silence. How many of you ... >> Music teacher: If they can't think conceptually, it opens up not only math. It opens up thinking. It becomes bonds for them in the real world. >> Music Teacher: Now remember to apply some silence in your blueprint. >> Music teacher: It permits them to explore music and art.<br><br> And so math is genuinely the foundation. >> Music Teacher: Oh, I check some really wonderful positive/ negatives. Just like those math numbers. Great! >> Narrator: With all the employing ways to learn here, it's not surprising most Fullerton students suggest ... >> Girl: My favorite subject is math. >> Girl: Doing the math. >> Girl: Probably math. >> Girl: Math. >> Boy: I like math a lot. >> Boy: Probably soccer. >> Girl: Probably reading and math. >> Boy: I just like to add and subtract. >> Interviewer: What's your second favorite subject? >> Boy: Playing with acquaintances. >> I like department "the worlds largest." >> Girl: Math. >> Interviewer: What do you like to do in the classroom? >> Boy: Probably math.<br><br>[ laughs] >> Girl: My favorite subject is actually math! >> Interviewer: How arrive? >> Girl: I just like it! >> Rasmussen: Ooh, and we develop a quiet hand if you observe something. Yield everyone ... >> Narrator: Fullerton's math curriculum is based on a continuous critique of best rules. And were provided by highly trained teaches, beginning in kindergarten. >> Rasmussen: Tell me about green/ blue-blooded, green/ blue-blooded, green/ blue-blooded. >> Boy: It's a blueprint. >> Rasmussen: It's a blueprint. >> Rasmussen: The kids will look for me, often for the answer. And I can give them the remedy answer each time. But what I want them to do is to talk their lane through the problem.<br><br> >> Whisper to your neighbor what the hell are you placard about his. >> Rasmussen: We use a word at our school called "discourse." And it's the ability for kids to express back and forth between one another so that they can start to understand that difficulty, or express it to me. >> Rasmussen: Do you think it's still a blueprint? >> Girl: No, if you only took this part off, and put the green in the middle and then the blue on the pinnacle, it would be a blueprint. >> Rasmussen: This would be a blueprint. >> Narrator: Since the new math curriculum was instituted in 2000, math experiment ratings have surged. Now 98 percentage of third-grade students tally at or above grade tier. This, despite the fact that the number of students on free and reduced lunch has furthermore clambered to 60 percentage. >> Garrison: When you look at children who have personal life strives, too often adults make excuses and minimize their ability to learn.<br><br> And one of the things that I said to the staff is, "Socio-economics does not apply a cap on achievement." >> Gould: So there's about how many potentials? >> Boy: One Hundred. >> Gould: One hundred. Extremely good. Excellent. >> Narrator: To further support math education, the district supports a part-time math tutor in Master Teacher, Mike Gould. >> Gould: We've come to the realization that everybody can memorize mathematics. And it's not a question of capacity anymore. It's a question of how do you give it and how do you grant people to think about it? >> You got to hone in on those thinking skills. >> I see a perfect sample is four-and-a-half fractioned by one-and-a-half. What's the first thing that comes into your judgment? >> Interviewer: I have no clue.<br><br> >> Gould: Yep, that's the typical answer. Where if you were to hear a narrative, "If I have four-and-a-half dollars and I'm going to give a dollar-fifty to each of my friends, how many friends do I have? " Well, it's an obvious answer, three. Rather than, "Oh, I can't do this. I never did understand how to turn and invert and proliferate and all those other bizarre occasions. So it's drawing the mathematics come alive. >> Class: Three negative four. >> Gould: Everybody has an street to read. We only have to find that right street. >> Narrator: Everybody includes the students in Steph Neyhart's Alternative Learning Center. >> Neyhart: The planned is for kids who have psychological, behavioral, maybe social disorders that get in accordance with the rules of their teach in a regular classroom give. >> Neyhart: You know, saunter up there and stand where you think 100 hoofs is. >> Neyhart: And the goal is to assist these kids to learn and to be passionate and elicited about learning.<br><br> >> Neyhart: Well, that's what we're hearing here is how to approximate, because it's really hard to estimate. >> Narrator: With assistance from some of their friends ... >> Teacher's deputy: Guess that's 100 hoofs? >> Narrator: ... Mrs. Neyhart's accuses set about to measure off the Titanic. All 882 -and-a-half hoofs of it in their own backyard. >> Neyhart: We began by experimenting it and amassing books and seeming at portraits and doing some internet surveys. And our goal initially was to write about it. But in that process, we came up with all this math! >> Neyhart: Hey you guys were really close! Your estimates have gotten a lot closer. Exit ahead and symbol that. >> Neyhart: We discovered that the Titanic was 882 -and-a-half hoofs long. And we recognize we had no mind what that was. >> Neyhart: We're at 800. So we kind of got to alter gears here, don't we? >> Neyhart: When you do a project like this, I'm always affected by the long-term effects of the teach, and how it incorporates so many different kinds of math into it.<br><br> >> Neyhart: One, two, three, sixty. One, two, three, seventy. >> Neyhart: These are also hands-on learners, most of them. And they prefer to be able to be doing things when they're learning. And so it gets them very excited about it. >> Neyhart: Let's look and appreciate. Are there any automobiles? >> Neyhart: They adoration math. >> Neyhart: Recognize that white-hot square down there? Can you imagine a ship that is that long? How can a ship that big-hearted float? Maybe that's our next investigation. >> Gould: What we're going to do today is I'm going to give you a problem. >> Narrator: Educators are elicited about math here, very. >> Gould: And so the difficulty is 133 subtract 87. <br><br> You have to do it at least three different ways. >> Narrator: Ongoing workshops like this one accompanying teaches of all grade levels together to sharpen their craft. >> Teacher: And I knew if I put the 80 with the 100, it was an automatic 20, it was an easy-going multitude for me to work with. And then that left home with the seven that I didn't use. If I put it there, it was perplexing. So I put it with the 30. >> Gould: As adults, we were taught that we didn't have to justify why. We only had to get the right answer.<br><br> And quite often we didn't-- you know, I'm speaking for myself-- I didn't know how to get the right answer. It only testified up. >> Teach: So I'm interrupting it apart into place costs, as well as utilizing common numbers that I understood. >> Rasmussen: Our school region did a phenomenal position of adopting a curriculum that allows children to express about math. And then they taught us. And they taught us really well. >> Teach: Get each one to 100, and then include those two numbers ... Oh![ laughs] And you wanted to know...<br><br> >> Gould: Benchmarks. >> Rasmussen: Everyone is on the same page. Everyone's really driving together really well. And I think that's what it takes. >> You need to think like your kids, because they will come up with that goofy mind, and darn it, it's going to work! >> Gould: Yeah, utterly. >> Narrator: In addition to being able to goofy a resolution of math problems, Fullerton students happened up with a unique solution to a problem numerous academies face. >> Post: Our custodians worked very hard, but we've been cut in all areas of support.<br><br> And so I suggested, "What do you want to do? " And "they're saying", "We could go and clean classrooms." And so they now know how to clean blinds the right way. And clean countertops and clean desks. And I intend, they have it down. And they make a huge contribution. >> Narrator: Practically half of the students here invest their midday recess cleaning desks, scrubbing storeys, and raking leaves in exchange for small-scale considers, and a chance to have lunch with the principal. >> Garrison: You have children who have never had to follow guidances and do a careful position. They've never had to listen to another student and actually follow that student's guidance. And so they're get a sense of what a act ethic really searches like on a day-to-day basis in a bigger arena. >> Narrator: Whether the problems are big or small, the common denominator for success at Fullerton think this is "math." >> Girl: My multitude is even. So you could just cross off all the odd sequences. >> Garrison: To listen to children actually suggest, "This is what I was recollecting when I solved this problem.<br><br> And here's why I thought that, and for them to learn how to listen to one another, it goes beyond math." >> Rasmussen: You can solve small problems, still have time left to play. >> Garrison: It really permits them to be great problem solvers. And my own personal ideology is if you are able to problem-solve in life, you can do anything you want. >> Kids: Yeah! >> For more information on what works in public education go to edutopia.org.
Saturday, January 7, 2017
Teaching Elementary Students the Magic of Math
>> Today is what date? >> Class: 10/04/ 05. >> Narrator: It begins in the first five minutes of first span. >> Teacher: What nature of a number do I have? Is it a composite multitude? A prime multitude or a square multitude? >> Class: Square. >> Narrator: It persists throughout the day. >> Boy: 3666. >> Girl: Isn't it one square, though? >> Narrator: In record class. >> Neyhart: We're going to measure the length of Titanic outside. >> Narrator: Art class.<br><br> >> Art teach: Whatever you induce, has to be cut off ... >> Class: Symmetrical. >> Symmetrically. >> Narrator: Computer Lab. >> Gould: And the next one. >> Class: Four negative four. >> Narrator: And it ends in last span, music class. >> Music teacher: We're going to take the math mind of below zero, and move it into music. >> Narrator: It is part of most everything that happens at Fullerton IV. A K-5 school in Roseburg, Oregon, it is ... >> Girl: But time would be exclusively times-ing it by what? So it can be any multitude at all. >> Narrator: The sorcery of math. >> Teacher: You are absolutely correct! >> Garrison: To me, math is genuinely not a subject.<br><br> It really permits kids to learn how to ground and problem-solve, and learn how to effectively expres. >> Music teacher: Now music is din, so what would be the opposite of audio? Yeah? >> Girl: Silence? >> Music Teacher: Silence. How many of you ... >> Music teacher: If they can't think conceptually, it opens up not only math. It opens up thinking. It becomes bonds for them in the real world. >> Music Teacher: Now remember to apply some silence in your blueprint. >> Music teacher: It permits them to explore music and art.<br><br> And so math is genuinely the foundation. >> Music Teacher: Oh, I check some really wonderful positive/ negatives. Just like those math numbers. Great! >> Narrator: With all the employing ways to learn here, it's not surprising most Fullerton students suggest ... >> Girl: My favorite subject is math. >> Girl: Doing the math. >> Girl: Probably math. >> Girl: Math. >> Boy: I like math a lot. >> Boy: Probably soccer. >> Girl: Probably reading and math. >> Boy: I just like to add and subtract. >> Interviewer: What's your second favorite subject? >> Boy: Playing with acquaintances. >> I like department "the worlds largest." >> Girl: Math. >> Interviewer: What do you like to do in the classroom? >> Boy: Probably math.<br><br>[ laughs] >> Girl: My favorite subject is actually math! >> Interviewer: How arrive? >> Girl: I just like it! >> Rasmussen: Ooh, and we develop a quiet hand if you observe something. Yield everyone ... >> Narrator: Fullerton's math curriculum is based on a continuous critique of best rules. And were provided by highly trained teaches, beginning in kindergarten. >> Rasmussen: Tell me about green/ blue-blooded, green/ blue-blooded, green/ blue-blooded. >> Boy: It's a blueprint. >> Rasmussen: It's a blueprint. >> Rasmussen: The kids will look for me, often for the answer. And I can give them the remedy answer each time. But what I want them to do is to talk their lane through the problem.<br><br> >> Whisper to your neighbor what the hell are you placard about his. >> Rasmussen: We use a word at our school called "discourse." And it's the ability for kids to express back and forth between one another so that they can start to understand that difficulty, or express it to me. >> Rasmussen: Do you think it's still a blueprint? >> Girl: No, if you only took this part off, and put the green in the middle and then the blue on the pinnacle, it would be a blueprint. >> Rasmussen: This would be a blueprint. >> Narrator: Since the new math curriculum was instituted in 2000, math experiment ratings have surged. Now 98 percentage of third-grade students tally at or above grade tier. This, despite the fact that the number of students on free and reduced lunch has furthermore clambered to 60 percentage. >> Garrison: When you look at children who have personal life strives, too often adults make excuses and minimize their ability to learn.<br><br> And one of the things that I said to the staff is, "Socio-economics does not apply a cap on achievement." >> Gould: So there's about how many potentials? >> Boy: One Hundred. >> Gould: One hundred. Extremely good. Excellent. >> Narrator: To further support math education, the district supports a part-time math tutor in Master Teacher, Mike Gould. >> Gould: We've come to the realization that everybody can memorize mathematics. And it's not a question of capacity anymore. It's a question of how do you give it and how do you grant people to think about it? >> You got to hone in on those thinking skills. >> I see a perfect sample is four-and-a-half fractioned by one-and-a-half. What's the first thing that comes into your judgment? >> Interviewer: I have no clue.<br><br> >> Gould: Yep, that's the typical answer. Where if you were to hear a narrative, "If I have four-and-a-half dollars and I'm going to give a dollar-fifty to each of my friends, how many friends do I have? " Well, it's an obvious answer, three. Rather than, "Oh, I can't do this. I never did understand how to turn and invert and proliferate and all those other bizarre occasions. So it's drawing the mathematics come alive. >> Class: Three negative four. >> Gould: Everybody has an street to read. We only have to find that right street. >> Narrator: Everybody includes the students in Steph Neyhart's Alternative Learning Center. >> Neyhart: The planned is for kids who have psychological, behavioral, maybe social disorders that get in accordance with the rules of their teach in a regular classroom give. >> Neyhart: You know, saunter up there and stand where you think 100 hoofs is. >> Neyhart: And the goal is to assist these kids to learn and to be passionate and elicited about learning.<br><br> >> Neyhart: Well, that's what we're hearing here is how to approximate, because it's really hard to estimate. >> Narrator: With assistance from some of their friends ... >> Teacher's deputy: Guess that's 100 hoofs? >> Narrator: ... Mrs. Neyhart's accuses set about to measure off the Titanic. All 882 -and-a-half hoofs of it in their own backyard. >> Neyhart: We began by experimenting it and amassing books and seeming at portraits and doing some internet surveys. And our goal initially was to write about it. But in that process, we came up with all this math! >> Neyhart: Hey you guys were really close! Your estimates have gotten a lot closer. Exit ahead and symbol that. >> Neyhart: We discovered that the Titanic was 882 -and-a-half hoofs long. And we recognize we had no mind what that was. >> Neyhart: We're at 800. So we kind of got to alter gears here, don't we? >> Neyhart: When you do a project like this, I'm always affected by the long-term effects of the teach, and how it incorporates so many different kinds of math into it.<br><br> >> Neyhart: One, two, three, sixty. One, two, three, seventy. >> Neyhart: These are also hands-on learners, most of them. And they prefer to be able to be doing things when they're learning. And so it gets them very excited about it. >> Neyhart: Let's look and appreciate. Are there any automobiles? >> Neyhart: They adoration math. >> Neyhart: Recognize that white-hot square down there? Can you imagine a ship that is that long? How can a ship that big-hearted float? Maybe that's our next investigation. >> Gould: What we're going to do today is I'm going to give you a problem. >> Narrator: Educators are elicited about math here, very. >> Gould: And so the difficulty is 133 subtract 87. <br><br> You have to do it at least three different ways. >> Narrator: Ongoing workshops like this one accompanying teaches of all grade levels together to sharpen their craft. >> Teacher: And I knew if I put the 80 with the 100, it was an automatic 20, it was an easy-going multitude for me to work with. And then that left home with the seven that I didn't use. If I put it there, it was perplexing. So I put it with the 30. >> Gould: As adults, we were taught that we didn't have to justify why. We only had to get the right answer.<br><br> And quite often we didn't-- you know, I'm speaking for myself-- I didn't know how to get the right answer. It only testified up. >> Teach: So I'm interrupting it apart into place costs, as well as utilizing common numbers that I understood. >> Rasmussen: Our school region did a phenomenal position of adopting a curriculum that allows children to express about math. And then they taught us. And they taught us really well. >> Teach: Get each one to 100, and then include those two numbers ... Oh![ laughs] And you wanted to know...<br><br> >> Gould: Benchmarks. >> Rasmussen: Everyone is on the same page. Everyone's really driving together really well. And I think that's what it takes. >> You need to think like your kids, because they will come up with that goofy mind, and darn it, it's going to work! >> Gould: Yeah, utterly. >> Narrator: In addition to being able to goofy a resolution of math problems, Fullerton students happened up with a unique solution to a problem numerous academies face. >> Post: Our custodians worked very hard, but we've been cut in all areas of support.<br><br> And so I suggested, "What do you want to do? " And "they're saying", "We could go and clean classrooms." And so they now know how to clean blinds the right way. And clean countertops and clean desks. And I intend, they have it down. And they make a huge contribution. >> Narrator: Practically half of the students here invest their midday recess cleaning desks, scrubbing storeys, and raking leaves in exchange for small-scale considers, and a chance to have lunch with the principal. >> Garrison: You have children who have never had to follow guidances and do a careful position. They've never had to listen to another student and actually follow that student's guidance. And so they're get a sense of what a act ethic really searches like on a day-to-day basis in a bigger arena. >> Narrator: Whether the problems are big or small, the common denominator for success at Fullerton think this is "math." >> Girl: My multitude is even. So you could just cross off all the odd sequences. >> Garrison: To listen to children actually suggest, "This is what I was recollecting when I solved this problem.<br><br> And here's why I thought that, and for them to learn how to listen to one another, it goes beyond math." >> Rasmussen: You can solve small problems, still have time left to play. >> Garrison: It really permits them to be great problem solvers. And my own personal ideology is if you are able to problem-solve in life, you can do anything you want. >> Kids: Yeah! >> For more information on what works in public education go to edutopia.org.
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