Janet Avery, EdS

@averyteach

Director of Curriculum/Instruction/PD; Past MS Principal; Recovering English T ;-) Mom; Wife; Golfer. Love my PLN. Founder Co-Founder

Jerome, ID
about.me/janetavery
Joined February 2010
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  1. Retweeted
    53 minutes ago

    Excited to be invited back to teach a 4th grade RSP small group lesson. There’s a first for everything!!

    1 retweet 1 like
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  2. 12 hours ago

    I will be posting an archive later tomorrow! Also, remember to bookmark the website:

    2 replies 1 retweet 6 likes
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  3. Retweeted
    12 hours ago
    Replying to

    I agree. Scaffolding can be tricky, but using it mindfully can make or break any lesson

    1 retweet 8 likes
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  4. 12 hours ago

    I love collaborating with each of you- Thanks for contributing to the learning of each other. We will chat again next week, Apr.11.

    6 likes
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  5. Retweeted
    12 hours ago
    Replying to

    We do a lot of work with teacher around SMP 7 & 8 - There is a lot of connection. I like to see these are the focus of the SMPS. See the image from etal., 2015

    1 reply 1 retweet 2 likes
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  6. 12 hours ago

    WHOAH! It is already 9:00! Thanks so much to each of you who joined us tonight! Thanks to and for crafting such great Qs!

    1 reply 5 likes
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  7. Retweeted
    12 hours ago
    Replying to

    My experience w/ this when I "redesigned" my classroom was that the strong "traditional" students struggled more than the others. They have gamed traditional "school" & stress when the learning processes change.

    3 replies 1 retweet 6 likes
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  8. Retweeted
    12 hours ago

    A7: The most diff for kids is a tie btwn MP1 bc they're scared to try or MP2 quantitative reasoning bc they know a bunch of procedures with no concept of why anything works. For me MPs7&8 seem like 2 halves of the same whole and I have trouble separating them.

    Final Q7: Which of the SMPs is most difficult for your students; how do you overcome this challenge?
    3 replies 1 retweet 6 likes
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  9. 12 hours ago

    Final Q7: Which of the SMPs is most difficult for your students; how do you overcome this challenge?

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  10. Retweeted
    12 hours ago
    Replying to

    And your models!

    1 retweet 1 like
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  11. 12 hours ago

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  12. Retweeted
    13 hours ago

    A6: " tell students: Sometimes the most powerful thing you can do in a math class is ask a good question"

    2 replies 1 retweet 9 likes
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  13. Retweeted
    13 hours ago

    R6: discourse is what makes science so fun. So when you get data that shows one thing and another group has other data that supports something else. That’s where the discussion and conclusion section of a science report to support or reject a hypothesis is important

    1 reply 1 retweet 2 likes
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  14. Retweeted
    13 hours ago

    A6a Developing precise language has been an expectation in my classroom. I think it makes it easier for everyone to understand when someone explains their thinking.

    1 retweet 4 likes
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  15. 13 hours ago

    With discourse....we not only need to teach students to use precise language when explaining themselves, but we also need to teach them to ask questions that are precise as well.

    8 likes
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  16. Retweeted
    13 hours ago
    Replying to

    The best advice I've heard lately was to ask questions to find out their thinking, not to get to a correct answer

    1 retweet 4 likes
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  17. Retweeted
    13 hours ago

    A5: Are you right? How do you know?

    1 retweet 3 likes
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  18. Retweeted
    13 hours ago

    I find being authentically interested in students' thinking is the best way to start a conversation with students. Math Class is a place where we should be interested

    1 reply 2 retweets 10 likes
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  19. Retweeted
    13 hours ago

    Along the same lines, Q6a: How do you encourage student communication of their thinking? What are your expectations for what this looks like in your classroom?

    1 retweet
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  20. Retweeted
    13 hours ago
    Replying to

    “Not about speed” is a major paradigm shift in learning math

    1 retweet 1 like
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