Patty Ferrant calls attention to the structures and tools in place in her classroom to help support her students’ increased assumption of cognitive responsibility—her anchor charts, the students’ notebooks, the peer collaborative routines in place.

All are developmentally appropriate and rigorous for middle-school-aged learners. By the end of the year, Patty’s students have taken up this sense of agency, authority, and identity as mathematicians; they document their own thinking using technology, work with various partners, and reflect on their own learning— “Where are you right now? What are you getting? What’s confusing you right now? Where are you stuck?”

**CONSIDER:**

How do you build your students’ ability to get themselves unstuck?

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]