tag:blogger.com,1999:blog-1907702537884089718.post8547143398134617024..comments2023-10-07T09:26:02.868-07:00Comments on Exit 10A: A Post About Counting CirclesJoe Schwartzhttp://www.blogger.com/profile/02304083254248927187noreply@blogger.comBlogger8125tag:blogger.com,1999:blog-1907702537884089718.post-70757319409042822752016-02-26T04:27:46.158-08:002016-02-26T04:27:46.158-08:00These are great questions, Stephanie. I would hes...These are great questions, Stephanie. I would hesitate to put a hard and fast time limit on this routine. Much depends on your class dynamic, age of students, their ability to attend, etc. But I think that when you reach about 10 minutes, any whole class discussion can enter a danger zone (if it's not already there!) There may be some kids eager to continue to share their observations, and they can write them on post-its and stick them on the board for later consideration. Remember that if you do this routine on a regular basis, there will be plenty of opportunities to draw out content. You just have to experiment and see what works best for your class. I would encourage you to ask a colleague to come in and observe you doing the routine and get their feedback. <br /> It's hard to engage all students at all times. That's where a small group counting circle could be appropriate. Here you can further differentiate the count to be more geared for their ability level, either harder or easier.Joe Schwartzhttps://www.blogger.com/profile/02304083254248927187noreply@blogger.comtag:blogger.com,1999:blog-1907702537884089718.post-24128875668135266302016-02-25T19:31:14.443-08:002016-02-25T19:31:14.443-08:00What is an appropriate length to let a counting ci...What is an appropriate length to let a counting circle plus discussion last? When does it become considered too long? When are we not letting them last long enough? If the students are seeming unengaged how do we draw them in, and make them interested in it?Anonymoushttps://www.blogger.com/profile/10765147479773571684noreply@blogger.comtag:blogger.com,1999:blog-1907702537884089718.post-51313020891537839132016-02-24T14:44:03.214-08:002016-02-24T14:44:03.214-08:00Thanks Graham. It will be interesting for us to c...Thanks Graham. It will be interesting for us to compare notes on the article Simon suggested.Joe Schwartzhttps://www.blogger.com/profile/02304083254248927187noreply@blogger.comtag:blogger.com,1999:blog-1907702537884089718.post-16459740176045032212016-02-20T08:29:49.230-08:002016-02-20T08:29:49.230-08:00Thanks for this post Joe! It really helps clarify...Thanks for this post Joe! It really helps clarify some of the smaller nuances of counting circles that maybe be overlooked. And thanks to Simon I'm chasing you down that same hole!Anonymoushttps://www.blogger.com/profile/08525114028095675402noreply@blogger.comtag:blogger.com,1999:blog-1907702537884089718.post-26328737885885045832016-02-17T15:09:57.229-08:002016-02-17T15:09:57.229-08:00Thanks Simon! The few paragraphs you quoted have ...Thanks Simon! The few paragraphs you quoted have got me hooked. It's funny that before this year I hadn't given counting all that much thought. Now it seems I'm heading down the counting rabbit hole...Joe Schwartzhttps://www.blogger.com/profile/02304083254248927187noreply@blogger.comtag:blogger.com,1999:blog-1907702537884089718.post-73291765652009423592016-02-17T14:36:09.131-08:002016-02-17T14:36:09.131-08:00Thanks Turtle. I worry sometimes that teachers wo...Thanks Turtle. I worry sometimes that teachers won't experiment with things because they're afraid they might "do it wrong". The counting circle routine is a good example, like number talks, like estimation180, like WODB, like so much of the MTBoS, of something you just have to jump in and try and learn from experience what works and what doesn't. And messes can always get cleaned up, right? Joe Schwartzhttps://www.blogger.com/profile/02304083254248927187noreply@blogger.comtag:blogger.com,1999:blog-1907702537884089718.post-8794720108596448332016-02-17T10:23:51.267-08:002016-02-17T10:23:51.267-08:00I was put onto a great little article by Dick Taht...I was put onto a great little article by Dick Tahta about counting:<br /><br />http://www.squeaktime.com/uploads/1/0/0/4/10044815/atm-mt163-04-11_-_tahta_-_counting_counts.pdf<br /><br />You might like the last few paragraphs:<br /><br />Costing exercises, measure conversions, equivalent fractions, ratios and scales, rates and averages, perimeter problems, trigonometrical ratios ... the list almost entirely covers the secondary arithmetic syllabus. Teachers will recognise that these topics are related. But do students realise that they all tread the same water? What is the mathematical awareness behind all these forms? When - and how is it first acquired? How is it that after more or less ten years of practice in such isomorphic exercises, so many can still not perform them satisfactorily? Why is it precisely - that having covered one of them, the next manifestation is not immediately accessible? Is failure more often due to lack of concept - or is it due to lack of control?<br /><br />Well, it is easy enough to ask questions. But that's my present privilege! I repeat that counting forwards or backwards in uniform leaps might be seen as a natural and early example of linearity. Who would not be happy to work with a class which had mastered that, even if nothing else?<br /><br />"Starting at 1089, let's count backwards saying every seventh number". What, I would want to know, would be the point of doing any other number work with students who couldn't do that? Simon Gregghttps://www.blogger.com/profile/07751362728185120933noreply@blogger.comtag:blogger.com,1999:blog-1907702537884089718.post-68476310516338492632016-02-17T09:23:28.190-08:002016-02-17T09:23:28.190-08:00My favorite quote (only because it is applicable t...My favorite quote (only because it is applicable to so many teaching/learning situations) from a post filled with favoriteable (?) quotes: "The only way to learn how to do it is to, well, do it! It won't be perfect and it might get messy, but that's OK." Good advice for math and life. Thanks again, Joe. Turtle Gunn Tomshttps://www.blogger.com/profile/14821223688546846237noreply@blogger.com