One of the biggest shifts for me has been listening for thinking instead of listening for answers. These rich [Exemplars] tasks make student reasoning visible. I can see where students are in their understanding and determine next steps without meeting individually with every child each day. Their written explanations and representations provide clear evidence of learning.
The tasks naturally promote perseverance. Students experience productive struggle, and we talk openly about how that feeling often means learning is happening. Over time, I have seen increased stamina and confidence. Students are more willing to try different strategies and less afraid of making mistakes.
Instead of teaching math to solve problems, I want my students to solve problems to learn math. The real-world contexts make learning meaningful. It is more engaging than worksheets, and the deeper thinking helps it stick. Most importantly, my students are proud of their thinking. They are beginning to see themselves as capable mathematicians, and that has been the most meaningful outcome of all.
Queens, NY
United States