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Ashley Taplin

Taplin'sTeaching™ – Creating actionable practice out of proven research

Category: Algebra I

Retrieval Practice

Posted on February 11, 2020March 17, 2020 by ashleytaplin

I recently came across #retrievalpractice on Twitter (as well as some great new follows: @anneagost, @PatriceBain1, @retrievelearnand @87history (thank you,… Read more Retrieval Practice

Multiple Representations with Rate of Change

Posted on September 19, 2019September 28, 2019 by ashleytaplin

Last year, I posted about a teacher using multiple representations during her lesson and I loved her structure. So, as… Read more Multiple Representations with Rate of Change

Summer Thoughts and Goals

Posted on July 13, 2015July 13, 2015 by ashleytaplin

Next year I am transitioning to a new prep at my school and will be teaching freshmen Algebra I and… Read more Summer Thoughts and Goals

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I’m so excited for this real world collaboration in our STEM summer school project. Tasked with creating a PBL for our students, I reached out to my friend, Mel who works in the snack department at H‑E‑B, to be an authentic audience and help explain how she uses math in the creation of H‑E‑B snacks. After watching this introductory video, students will explore ratios, rates, and proportions, use chemistry and math to create their own own snack mix and label, and present their final product with respect to a single point rubric. I’m so excited to give this project an authentic context and can’t wait to see what the students create. Thank you again Mel for helping us bring this project to life!

I was talking with someone today about check-ins and they asked this great question. I have thought about this a lot, and especially how we can up the level of SEL understanding and focus on competencies of self-awareness and self-management when checking-in. I think it starts with being explicit about why we check-in (to understand how someone is entering the learning, to acknowledge, to honor) and then we work to find ways to celebrate or support the responses. These two actions (explicit dialogue and following up) make the check-in go beyond just a one and done start to the lesson, and give purpose and reason to a welcoming routine. Here are three things I’ve done in response to this question and I’d love to hear any ideas you have as well!

I love this idea from a teacher I was talking with today. I have always liked that poster of “what to say instead of ‘I don’t know,’” but how much more powerful would it be to have students generate those prompts! As we were talking, we started planning this as a way to start the year, and I quickly realized we didn’t even have to wait...this could be a conversation anytime you’re approaching a problem solving situation. Jot down what students brainstorm, keep their prompts visible, and to align this with explicit dialogue for SEL, remind students that this is building their self-awareness as we craft ways to improve our growth mindset and self-efficacy.

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