![Page 1: The Power of Voice: How to Empower and Engage Students](https://reader031.vdocument.in/reader031/viewer/2022012515/618f60f1660b103f1b6005d4/html5/thumbnails/1.jpg)
The Power of Voice: How to Empower and Engage Students
(and still meet our goals!)
@joleighhoney
@dewgott
![Page 2: The Power of Voice: How to Empower and Engage Students](https://reader031.vdocument.in/reader031/viewer/2022012515/618f60f1660b103f1b6005d4/html5/thumbnails/2.jpg)
Reflect and Discuss
Whenyourstudentsleaveyouattheendoftheschoolyear,whatdoyouwantthemto
think/know/feel/careabout/be?
◆Write your thoughts in the chat box.
![Page 3: The Power of Voice: How to Empower and Engage Students](https://reader031.vdocument.in/reader031/viewer/2022012515/618f60f1660b103f1b6005d4/html5/thumbnails/3.jpg)
What value might nurturing “student voice” add to learning mathematics?
“Toooften,studentsgothroughmathclassthinkingtheirmainjobistoproducecorrectanswers.Inotherpartsoflife,however,successisnotjustaboutwhatwesaybutalsohowwerespondto-- andbuildupon-- whatotherssay.”
-- IlanaHorn
Luzniak, C. (2020). Up for Debate (p. IX) [Foreward].
![Page 4: The Power of Voice: How to Empower and Engage Students](https://reader031.vdocument.in/reader031/viewer/2022012515/618f60f1660b103f1b6005d4/html5/thumbnails/4.jpg)
![Page 5: The Power of Voice: How to Empower and Engage Students](https://reader031.vdocument.in/reader031/viewer/2022012515/618f60f1660b103f1b6005d4/html5/thumbnails/5.jpg)
● Mentallycreateanoutlinethatsequentiallyordersthesixactivities.
● UseDesmostoworkthroughtask:https://student.desmos.com/join/4pn5kz
![Page 6: The Power of Voice: How to Empower and Engage Students](https://reader031.vdocument.in/reader031/viewer/2022012515/618f60f1660b103f1b6005d4/html5/thumbnails/6.jpg)
Toaccesstheteacherversionofthe“PoolParty”Activity,useeitherofthefollowing:
• https://tinyurl.com/poolparty-desmos
• https://teacher.desmos.com/activitybuilder/custom/5f1b63817397c8270dfd1d4f
Next,savetheactivitytoyouraccount(sothatyoucan”createaclasscode”andusewithyourstudents,ortomodifytheactivitytobettersuityourgoals):
1. Signintoyouraccount(orcreateanewaccountifyoudon’talreadyhaveone)
2. Looktotherightoftheactivity’stitleandclickonthe3verticaldots:
3. Select“CopyandEdit”4. NowthePoolPartyactivityshouldbesavedinyourCustom collection(under“Your
Activities”)
![Page 7: The Power of Voice: How to Empower and Engage Students](https://reader031.vdocument.in/reader031/viewer/2022012515/618f60f1660b103f1b6005d4/html5/thumbnails/7.jpg)
What value might nurturing “student voice” add to learning mathematics?
“Toooften,studentsgothroughmathclassthinkingtheirmainjobistoproducecorrectanswers.Inotherpartsoflife,however,successisnotjustaboutwhatwesaybutalsohowwerespondto-- andbuildupon-- whatotherssay.”
-- IlanaHorn
◆How does this activity allow us to build upon what others “say”?
Luzniak, C. (2020). Up for Debate (p. IX) [Foreward].
![Page 8: The Power of Voice: How to Empower and Engage Students](https://reader031.vdocument.in/reader031/viewer/2022012515/618f60f1660b103f1b6005d4/html5/thumbnails/8.jpg)
What value might nurturing “student voice” add to learning mathematics?
“Toooften,studentsgothroughmathclassthinkingtheirmainjobistoproducecorrectanswers.Inotherpartsoflife,however,successisnotjustaboutwhatwesaybutalsohowwerespondto-- andbuildupon-- whatotherssay.Listeningskills,consideringotherperspectives,andchangingyourmindgraciouslyallhelpstudentstobemorethanjustbettermathstudents.”
-- IlanaHorn
Luzniak, C. (2020). Up for Debate (p. IX) [Foreward].
![Page 9: The Power of Voice: How to Empower and Engage Students](https://reader031.vdocument.in/reader031/viewer/2022012515/618f60f1660b103f1b6005d4/html5/thumbnails/9.jpg)
Promoting “student voice” is a vehicle for developing a positive mathematical identity
MathematicalIdentity• Identityreferstoone’sbeliefs
aboutthemselvesasamathematicallearner.
• Astudent’smathematicalidentityisinformedbyhowtheyareaskedtoengagewithmathandhowtheyperceivewhatitmeanstobesuccessfulinmath.
NCTM (2018). Catalyzing Change in High School Mathematics. (p. 28)
MathematicalAgency
• Agencyisouridentityinaction.
• Apositivemathematicalidentitywillmanifestincuriosity,activeparticipation,perseverance,andagrowthmindset.
![Page 10: The Power of Voice: How to Empower and Engage Students](https://reader031.vdocument.in/reader031/viewer/2022012515/618f60f1660b103f1b6005d4/html5/thumbnails/10.jpg)
Instruction that develops a positive mathematical identity
Selectingtasksanddesigninglearningthat• providestudentswithbetteraccesstothemathematics:
• Usingrelevantcontexts• Buildinguponstudents’intuitionandallowingformultipleentry-points• Providingopportunitiestodialoguewithothers
• enhancetheirunderstandingofthemathematics:• Makingconnectionsbetweenmultiplerepresentations• Utilizingtechnologytorepresenttheirthinking• Conjecturing,questioning,defending,reflecting,revising
-- Steve Leinwand
![Page 11: The Power of Voice: How to Empower and Engage Students](https://reader031.vdocument.in/reader031/viewer/2022012515/618f60f1660b103f1b6005d4/html5/thumbnails/11.jpg)
Instruction that develops a positive mathematical identity
Engagingstudentsinwaysthat
• empower,ratherthansort;
• relatetostudents’ownstrengthsandexperiences;
• arebasedonsense-making,notregurgitation;and• utilizeproblemsolvingasavehicletoexploremathematicalideas (notjusttofindanswerstoexercises).
-- Steve Leinwand
![Page 12: The Power of Voice: How to Empower and Engage Students](https://reader031.vdocument.in/reader031/viewer/2022012515/618f60f1660b103f1b6005d4/html5/thumbnails/12.jpg)
Promoting mathematical identity and agency requires a shift in thinking
HowcanIteachmykidstogettheanswer
tothisproblem?
-- Phil Daro
HowcanIusethisproblemtoteachthe
mathematicsofthisunit?vs.
![Page 13: The Power of Voice: How to Empower and Engage Students](https://reader031.vdocument.in/reader031/viewer/2022012515/618f60f1660b103f1b6005d4/html5/thumbnails/13.jpg)
Student Voice, Positive Mathematical Identity, and Remote Learning(oh my!)
https://student.desmos.com/join/4pn5kz
![Page 14: The Power of Voice: How to Empower and Engage Students](https://reader031.vdocument.in/reader031/viewer/2022012515/618f60f1660b103f1b6005d4/html5/thumbnails/14.jpg)
Let’s share ideas
Please share any suggestions of tools, platforms, or protocols that have helped you to effectively promoting student voice and dialogue, PARTICULARLY IN A REMOTE LEARNING SETTING (either in live virtual sessions or asynchronous structures).
https://tinyurl.com/nctm100-share
![Page 15: The Power of Voice: How to Empower and Engage Students](https://reader031.vdocument.in/reader031/viewer/2022012515/618f60f1660b103f1b6005d4/html5/thumbnails/15.jpg)
Let’s share ideasHere’s a summary of responses submitted by participants:Nearpod-questionsembeddedinavideo
Meta-cognitionLogsviaGoogleClassroom
WhichOneDoesn'tBelong?(WODB)
ScreenCastify formakingflippedvideos
Canvaschat Flipgrid explaineverything app SmartLearningSuite
Classflow Geogebra AnswerGarden VirtualManipulatives
classpad.net GoogleClassroom kahoot VisualPatternswebsite
collaborativeGoogleslides GoogleForms Miro Wakelet
Desmos GraspableMath Padlet Mentimeter
discussionboards(e.g.,LMS) Zoomwhiteboard PearDeck Youcubed
EdPuzzle Jamboard inGoogle schoology Zoombreakoutrooms
![Page 16: The Power of Voice: How to Empower and Engage Students](https://reader031.vdocument.in/reader031/viewer/2022012515/618f60f1660b103f1b6005d4/html5/thumbnails/16.jpg)
Let’s share ideasHere’s a summary of responses submitted by participants:
Discussionthreadsthatrequirethestudentrepliestoatleasttwootherstudents(Schoology).Weonlystartedthesemestertwo daysago,sojustgettingthemtotalktoeachonlineinthevirtualclassroomisawin.Theydon'thavefamiliaritywithforumsettings.
GoFormative websiteallowsmetoassessmystudentsandthenIcanchoosetodiscussresponsesfromstudentsorjusttalkaboutananonymousstudent
Googleslides- createadigitalinteractivenotebookwithyourcurriculum.Embedasharedgoogledocasacollaborativeworkingspace.ZOOMbreakouts:Flipgrid - makevideos:)andYOUTUBE:)
GoogleSlidesasacommonworkspaceforWODBandotheractivities(seehttps://www.youtube.com/watch?v=rqgm9yzKi7Iandhttps://www.youtube.com/watch?v=AQMFg4A_dC8forexamples)
Ihavestructuredvirtuallearninginaflippedclassroommodelsothatclasstimecanbeusedonproblemsolvingactivitiesliketheonefeaturedinthispresentation.
Ihaveusedgooglesheetstotakeasurveytogaugepublicopinion.
![Page 17: The Power of Voice: How to Empower and Engage Students](https://reader031.vdocument.in/reader031/viewer/2022012515/618f60f1660b103f1b6005d4/html5/thumbnails/17.jpg)
Let’s share ideasHere’s a summary of responses submitted by participants:ThisyearIcreatedmysyllabusoncanva (feedbackfromstudentswasthattheydon'tevenpayattentiontomysyllbus unlessIgooveritwiththeminperson)totryandmakeitmorestudentfriendly.I'malsotryingaGoogleSitethisyear(GoogleClassroomwashardtonavigateforsome)andthenasoneoftheirfirstactivitiesI'mgoingtodoascavengar huntasawayforthemtoexploremysiteandsyllabus.Then,IemailedallthestudentstoinvitethemtoaGoogleMeetandsowecouldgettoknoweachother,Icouldmakesuretheyareok,etc.But,alsosowecouldcreateourclassnormstotogetherandfigureoutthebestwaythatwemayreachthelearningobjectivesofthecourse.
Iknowthisisnotnewbutscreencastomatic reallyhelpsmeinprerecordingmylessonsoIcanfocusonotherstuffthatmightcomeupinthisvirtualclassroom.IuseALLofGSuites toolsbothsynchronistically anda-synchronistically.Classroom,Meet,Jamboard,Docs,Slides,Sheets,Sitesallhelpmystudentsworkindependentlyandcollaborativelytolearncontentandsharewhattheylearn.IusedaGoogleformtoallowstudentstoviewdifferentwaystosolvesystemsofequations.thinkingaboutstudent'spositiveidentityIwilladdquestionsthataskwhytheychosetheirpath?Simplk12taughtmehowtocreatetheform.IwasusingjustIlluminateandGoogleClassroom. IhavelearnedFlipgrid,GoogleForms,Quizizz,Kahoot,andnowDesmos.
Usethechatforeverymemberresponse- enteritbutdon'tsenduntilIsaygivesmeawhiteboardequivalent.
AoneononeGooglemeetssession.PrivatecommentsthroughGoogleClassroom.Privacyisimportanttomystudents.Askstudentstoexplaintheiranswers.Iftheymakemistakes,encouragethemtoreflectontheirlearningandhowtheycanfixitfornexttime.
![Page 18: The Power of Voice: How to Empower and Engage Students](https://reader031.vdocument.in/reader031/viewer/2022012515/618f60f1660b103f1b6005d4/html5/thumbnails/18.jpg)
Back to the Beginning
Whenyourstudentsleaveyouattheendoftheschoolyear,whatdoyouwantthemto
think/know/feel/careabout/be?
![Page 19: The Power of Voice: How to Empower and Engage Students](https://reader031.vdocument.in/reader031/viewer/2022012515/618f60f1660b103f1b6005d4/html5/thumbnails/19.jpg)
What value might nurturing “student voice” add to learning mathematics?
“Toooften,studentsgothroughmathclassthinkingtheirmainjobistoproducecorrectanswers.Inotherpartsoflife,however,successisnotjustaboutwhatwesaybutalsohowwerespondto-- andbuildupon-- whatotherssay. Listeningskills,consideringotherperspectives,andchangingyourmindgraciouslyallhelpstudentstobemorethanjustbettermathstudents. Theseskillshelpthemtobebetterfriends,classmates,andcitizens.”
-- IlanaHorn
Luzniak, C. (2020). Up for Debate (p. IX) [Foreward].