Promoting and Requiring Active Engagement: At the middle school level in the beginning of the year, Patty Ferrant can build more extensively on her older students’ prior experiences sharing thinking and using available materials.

She also uses a “dot talk” to give all students access to sharing ideas, and she requires all students to participate in sharing. She routinely says things like “I can’t move on until I see all thumbs up, that you have at least one way of describing these dots.” Her students learn that she means it; they are held accountable for making sense.

**CONSIDER:**

How do you check in with the whole group?

These videos are discussed in the Inside Mathematics guide "Taking Responsibility for Learning, Patty Ferrant, 8th Grade," one of 10 practice-focused guides on building classroom climates for mathematical learning.

The videos document key mathematical practices observed in teacher Patty Ferrant's 8th-grade classroom over the course of a school year. In the guide (available as a PDF or an iBook download), you can explore extended narratives and questions for reflection around "taking responsibility for learning."

Reflection: Building the capacity to get unstuck [Taking responsibility for learning]

Day 2: Whole group check-in routine [Promoting and Requiring Active Engagement]

Day 2: Encouraging reluctant learners to communicate [Establishing and Following Classroom Routines]

Day 2: Introducing structures that require perseverance [Encouraging Perseverance]

Day 2: Identifying key descriptors for moments from the first few days of school [Reflecting on One’s Own Behavior as a Learner]

Day 4: Identifying positive and negative prior experiences with mathematics [Encouraging Perseverance]

Day 4: Identifying strategies for perseverance [Encouraging Perseverance]

Day 6: Peer and group support strategies [Encouraging Perseverance]

Day 9: Launching class and focusing students on their learning [Establishing and Following Classroom Routines]

Day 9: Making sense and communicating with precision [Promoting and Requiring Active Engagement]

Day 19: Communicating behavioral indicators for engagement [Promoting and Requiring Active Engagement]

Day 19: Communicating high expectations [Promoting and Requiring Active Engagement]

Day 19: Developing capacity to communicate with precision [Promoting and Requiring Active Engagement]

Day 19: On teaching as coaching [Establishing and Following Classroom Routines]

Day 19: Celebrating successes [Reflecting on One’s Own Behavior as a Learner]

Day 19: Prompting students to connect experiences [Reflecting on One’s Own Behavior as a Learner]

Day 118: Sustained peer discourse [Promoting and Requiring Active Engagement]

Day 118: Creating incentives for students to participate [Reflecting on One’s Own Behavior as a Learner]

Day 118: Comparing and critiquing strategies [Establishing and Following Classroom Routines]

Day 158: Inviting students to document and reflect on their learning [Establishing and Following Classroom Routines]

Day 158: Students present, defend, and critique mathematical reasoning [Establishing and Following Classroom Routines]