I am currently sitting in the airport, waiting to catch a flight to Sacramento, CA, where I will speak at a conference on equitable teaching practices.

In classrooms, I see instruction that pulls all students to the middle.
The students performing at grade level or above are shouting out responses because they knew the answers before the question was posed. The students performing well below grade level are lost, and the students just below grade level don’t have enough time to think or process the information.

It can be easy to follow the path of least resistance, which means that the above-grade-level students set the pace for instruction while the others sit and watch.

New courses are coming on June 10th, 2025!

Stay tuned.

I have been supporting several schools. These last few weeks, we have let go of whole group instruction and small group instruction is our most used form of mathematics instruction.

We spend a few minutes daily as a group doing warm-ups that consist of number talks and demonstrations of the math practices in action, e.g., how to analyze (MP#!) a numberless number line, annotate word problems (MP#!), and verify our answers (MP#6), which occur with the entire class.

Students performing well below grade level work in small groups with the teacher and access the standards more slowly and usually with
the use of hands-on manipulatives, repetition, and manageable number choices.

Students performing just below grade level are exposed to grade-level content with more time for discussion, processing, and matching equations to models.

At and above grade level, students work on multi-step problems and performance tasks that require analyzing data, performing calculations, and writing explanations. They work on these tasks independently and then meet with the teacher at least twice weekly to review their work or clarify any misunderstandings.

The smaller group sizes improve the teachers’ and students’ focus. Teachers can catch misconceptions and errors in students’ work more quickly, and the pace and questioning are geared to the students’ needs.

The teachers have also learned to utilize number choices to differentiate instruction, move from one-step to multi-step problems, and include a variety of manipulatives and approaches that will support all learners.

Games. I work in many different classrooms and schools. It is wonderful to learn from various students and educators. A trend I am noticing… students do not know how to work together, communicate, and negotiate. Games are an opportunity develop interpersonal skills, self-control, and mathematics.

Technology is here whether we love it or not. Students need to spend a portion of the school day using technology to practice problem-solving. They should NOT be on it for hours of the day to learn new content or as their main instructional routine. Too much face-to-face interaction with technology is gross.

Writing. Can your students communicate their mathematical thinking or reasoning in written form? I have found that many students who are adept at problem-solving and calculating lack a strong ability to explain how and why to their peers. Many students who easily memorize formulas, procedures, and facts lack communication skills. Describing how and why students solve a problem is an excellent practice for all students.

Fluency. Everybody can benefit from practicing their math facts WITHOUT A TIMER. As I tell all students, I don’t need you to be fast. I need you to be accurate.

Analyzing Data. Take a minute to analyze the model, table, graph, or image. Annotate the data you see using numbers and words. Stop and think, make a plan, and then take action.

I advocate for educators to advocate for themselves and their students. The end of the year is near. Is your whole group instruction supporting the students with what they need? Are you pushing all of your students higher or are you pulling everyone to the middle?