Our next micro-moment case study comes from a seventh grade class with Nina.

Nina, thank you so much for welcoming us into your classroom.

Nina's students are working on a new concept in math.

They're going to make a hypothesis by multiplying negative numbers, and

many of the hypotheses will be incorrect.

You just have to appreciate the sense of exploration in this lesson.

Let's get a feel for Nina's style of teaching.

As you watch this next section,

think particularly about constructive responding.

That's one of the topics Nina and I will discuss following the lesson.

Good morning, Raymond.

Good morning.

Good morning, Harley.

Good morning. >> Good morning.

>> So we're dealing with multiplication today, as you can see, and

I'm super excited.

And we want to figure out today, because remember, we're active problem solvers.

I'm not going to just hand you the rule, 'kay.

I want you guys to be able to figure out the rule.

We want to figure out, what is a negative times a negative?

Do we get a positive?

Are we going to get a negative?

Are we're going to get sometimes positive, sometimes negative?

Or what's the other kind of number that's not positive or negative?

Brian.

>> It's zero.

>> Zero, right.

So we want to figure out what we'd get.

You have two Post-Its.

Everyone show me your two Post-Its, separate them.

And five.

Thank you, Anger.

Four, so I can see them.

Three, two, and one.

Beautiful. Put them both down.

On top of the first one, write negative.

You can write it short like I did, times negative.

And then you're going to tell me what you think it's going to equal.

Remember, this is a hypothesis, there's no right or wrong in a hypothesis.

You're making an educated guess.

You're trying to figure out what makes sense to you.

When you do finish, you're going to walk up with urgency,

make sure you're putting negative times negative in the correct spot.

And make sure you're putting positive times negative in the correct spot.

So if you thought positive, put it here.

[NOISE] Negative times negative,

who notices something about our hypotheses?

Anyone, can anyone make an observation.

Tracking Betsy.

>> Mostly everybody, thought that the answer would be a negative.

>> Interesting.

Anyone know why you think a lot of people thought negative, why might that be?

>> Tracking Crystaline.

>> Because if you think about it multiplying it's like for example 2 times

5, it's saying 2 five times so 2, plus 2, plus 2, plus 2, plus 2.

Then the answer will be ten.

So, if it's a negative then they will go down instead of up.

>> Very interesting, can someone summarize what Christalynn said and add on?

Tracking Felix?

>> Well, she said that like like since you like add in you know if you add like,

and then you, and then you, you still, like, get also a negative.

And I also want to add that if, if, if you multiply, it also will be the same,

because multiplying is just like adding but faster.

>> Very interesting, okay.

So we-

>> To me what stood out the most out of this clip,

is you are really intentionally trying to force them to do the heavy lifting.

So and after every kid, so who can explain this?

Who can build on Betsy's answer?

And Josh, I mean, it was really well done the way you,

you, you forced them to do that and forced them to engage with each other

around the content and it's really hard to do that.

I mean as a, as a math teacher, you know,

I know how hard it is to get kids to do what happened in that minute and a half.

>> Very interesting.

Can someone summarize what Chrislyn said and add on?

Tracking Felix.

>> Interesting.

In this case, was your go-to word.

Correct me if I'm wrong,

I was interpreting your use of interesting as you didn't want to lead the witness.

>> Right, definitely.

>> All right, so I interpreted that right.

>> And that's a struggle for me, not leading the witness.

>> Yes. >> And not saying correct.

>> Okay, and it's hard for all of us.

>> Yeah. >> So

that was my interpretation, you weren't trying to lead the witness.

So but in, and if you think about the triangle of constructive responding,

if you put yourself in, in the kids shoes and,

and it's clear how much they like you and they know you like them.

And so, I think, that, but

watching the video my question was, do they know what interesting mean?

>> Right. >> Do they know you're not

leading the witness?

And is there a way.

Are there other phrases that could be could to, could be enthusiastic.

>> Right. >> For, for their effort.

>> Yeah.

I was just thinking that.

>> like.

>> Like thank you for taking a risk or-

>> Yeah, or something natural.

>> Yeah. >> Whatever come [INAUDIBLE] you

don't want to get too long, right?

>> Right. >> But it's like,

it's a combination I think of like.

It's, it's a combination of the language but it's also a combination I think of

of your, it, it can be a combination of your tone or even your facial expression.

>> Mm-hm.

>> Right? It could be how do you, you know,

how do you disarm them?

Wi, like because there was some point in your clip where a kid,

it's not one we have, but you were teaching and

kid didn't, was a little off task and you smiled at that like.

You use your smile very well, and so I would keep using it.

>> [LAUGH] Okay.

>> [INAUDIBLE] Right?

Like, how do you communicate, like, like, interesting?

>> Right. >> Right?

Like, you know, like, how do-

>> So it doesn't sound like.

It, it can sound negative, almost.

>> It could, yeah.

It could just be, like, hm, you know.

It yeah, so I think you were trying not to lead the witness.

and, and, and, and just trying to figure out how do you balance that off,

which is the total right instinct, with keeping them enthusia,

keeping them sort of jazzed because it is hard-

>> Right. >> To take that, take that risk.

>> Let's play one more section from this lesson.

For context, Nina's class has four awesome guiding principles.

The most that our students follow all year long.

These principles cover problem-solving, respect, focus, and inclusion.

With that in mind, please listen to how she shouts out Olga and

Nielli, and also, don't forget to watch for the triangle.

Excellent.

And negative times negative.

What'd you get?

Let's hear from Sara.

>> Positive?

>> Positive.

Okay, this is what we think so far.

Not exactly what we said on ou hypothesis, but that's okay.

We're going to continue to investigate, because one trial's not enough.

So, we're going to continue to work with our partner.

I want to give a quick shout-out to Olga and

Nayeli, I saw some great discussions going on between them.

They don't give up.

They keep discussing.

They don't just ha, it's not one person giving an answer to the other.

They're even debating a little bit,

which I want to see, everyone turn to principle number three please.

Read it together on two, one, two.

>> Our talk is about the math.

>> Okay, so here's the thing about life.

When things get hard, we want to give up, and we want to try to do something else.

Right? When math gets hard,

we're going to want to like talk about the movies we want to go to this weekend,

we're going to want to talk about our favorite food.

We have to focus on the math.

When things get hard, we try to distract ourselves by talking about something else,

but we gotta focus on the math, thumbs up if you think you can do that.

Let's say it once more together before we start.

On two, one, two.

>> Our talk is about the math.

>> Beautiful, everyone on problem number one with Olga, and

six inch voices, go for it.

>> Sometimes a constructive respondent.

>> I mean, just having the positive reaction to the pair working will

reinforce it, and hopefully get more students talking like that.

>> Yeah.

And your tone was so po, you were just, you know, you were really positive.

The words you used, great, you walked towards them.

You know, you were walking, but you also happened to be walking towards them,

it was just, it was very nice ,it was very warm, very constructive.

Growth mindset, what happened here?

>> I think, well I highlighted that, you know, they didn't, they didn't give up.

So their effort was there throughout the whole discussion.

>> Right.

>> You can sort of bring in like proactive help seeking so they, because they

were like, pushing each other, and they were, you know, helping each other.

I don't know if that's exactly connected, but and I guess I could bring in,

I could, yeah, those are the things that I, I felt like.

>> Yeah, I actually think that the,

the two, you highlighted that they didn't give up, so that's the effort piece.

I actually think that it was the strategies that you did such a nice job

of highlighting.

You you know, they didn't give up,

they kept discussing, not one person giving all the answers.

That's this idea of using good strategies.

>> Okay. >> That's the repeatable strategy piece,

and it was, it was really nicely done here.

They don't give up, they keep discussing.

They don't just, it's not one person giving an answer to the other.

>> So let's switch over to the other side,

things that you might consider doing differently next time.

Do you remember the strengths of your first clip?

Who did the work in the first clip?

>> Oh, the students. >> Right.

Who did the work in this clip?

>> I did.

>> And so- >> That's a good point.

>> And there's, there's, there's nothing wrong with that,

because sometimes you just, you know, have to.

The question is, did you have to in this case-

>> Right.

>> Because you, how could you have, in, in, in roughly the same amount of time

put the heavy lifting on the kids to identify the repeatable strategies?

Again, back to the growth mindset,

this idea of repeatable strategies with a character behavior language.

How could you have put the heavy lifting back on the kids in this case?

>> I think I would.

Maybe must so. What? [CROSSTALK] Sticking to the shout out or the?

>> Sticking, let's, let's stick with, well let's stick with Nayeli and

Olga and then go to the principal.

So for Nayeli and Olga, how could you have put the heavy lifting on the kids?

>> Well I could have said I want to give a, a shout out to Nayeli and Olga for

I saw some great partner work, and like, maybe turn to them and

said, Nayel, you know, they're like, what do you think went well with you guys?

Why do you think you guys were successful?

And like what can you share as advice to any of those three questions?

>> Any of those, exactly.

>> To your, to your fellow partners.

>> Exactly. And

if they don't articulate the things you were looking for, then you, then you say.

>> Right. >> You know, and

in addition to those things here are things I noticed.

That minute and a half probably happens almost everyday, right, every other day.

And so, in the how do you push the lifting onto them to get repeatable strategies so

then you can also say,

you know, the next time it's like do you remember how Olga said this yesterday?

Let's remember Olga's lesson and it becomes more that they own they own it.

>> It's really helpful, I got it, I like it.

[LAUGH].

>> Well, thank you.

>> Thank you.

>> Yeah.

Micro-Moment Case Study: Nina, Part I

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