Video

My Favorite No

5
Average: 5 (4 votes)
Topic tags:
EGPD17, productive struggle, Feedback, math, warm-up, Growth mindset, F16TLCEP2, F16TLCSO2, F17TLCID4, F17TLCSO2
Contact hours:
0.50

Teacher Quality Standards

  • QS III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
    • Element B: Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.
  • QS II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
    • Element A: Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.

PD resource content

Resource material

Leah Alcala demonstrates a warm-up activity that provides students immediate feedback and encourages a growth mindset by examining an incorrect answer in depth.

Resource Links

Citation

Midwinter, A. (2015, March 14). My Favorite No. Retrieved from https://www.youtube.com/watch?v=srJWx7P6uLE

Comments

Shannon Keesee's picture
Shannon Keesee
I am excited to start implementing this idea into my classroom. I am looking for some fresh new ideas to put into math that might increase student engagement. While math talks are great, at times, students can become disengaged, especially the ones you need to be learning. This will be a great way for students to be held accountable, especially for getting the wrong answer and then also do some math talks type stuff where students talk about the answer they got. I am really excited to try it out. I think it seems like a great way to start a math lesson.
Megan Bell's picture
Megan Bell
This reminds me of how our low floor- high ceiling number talks work. It is great to see students give me solutions freely, without concern whether they have the right answer or not. We discuss why the solution does or does not work. There are no adverse consequences to participation which certainly encourages them to grow their math skills. I should try to incorporate this into our number talks every few days, especially if they can hold up a white board with their answers and I model a similar error that none of them have made, but was really close to what I noticed.
Katie Wheeler's picture
Katie Wheeler
I really love this warm-up. Being able to identify both what went right and what went wrong is big for kids. This gets them thinking about how they look at not only math but life. This really also puts the accountability of the learning on the students.