Chalk & Talk
Mailbag: Building Thinking Classrooms, number talks & more with Zach Groshell (Ep 44)
Apr 2, 2025
In this engaging discussion, Zach Groshell, a teacher, coach, and education consultant, shares expert insights into math instruction. He addresses how to manage diverse proficiency levels and critiques the Building Thinking Classrooms approach. Zach highlights the importance of foundational skills over new methodologies and shares practical strategies for effective differentiation. The duo also debates the value of number talks for building math fluency and emphasizes maximizing instructional time through efficient teaching practices.
49:03
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Quick takeaways
- Effective differentiation in math instruction is crucial to address the varying proficiency levels of students with tailored strategies.
- The critique of Building Thinking Classrooms emphasizes the need for explicit instruction to ensure students master essential math skills over merely engaging in activities.
Deep dives
Differentiating Direct Instruction
Implementing direct instruction in classrooms with students at varying levels of mathematical understanding is challenging. One primary concern is addressing the diverse needs of students who may require different math standards simultaneously. For instance, some students may need to learn fundamental concepts like number bonds while others are ready to tackle multiplication and division. The discussion highlights the need for effective differentiation within direct instruction, emphasizing that teachers should use strategies like homogeneous grouping and tailored materials to help all students master their skills efficiently.
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