Education

Was Professional Development the Missing Piece?

Admin1 Comment

This is part 4 in my series about the impact of technology on education. The previous post regarding research was profound. If you would like to read the whole series, you can start with Part 1, which provides an overview before subsequent posts dive deeper into the nuances.

What if the problem was never the tool, but the lack of sustained support? Or support from the onset?

For years, classrooms have been flooded with platforms, programs, and promises. New tools arrive with excitement, urgency, and often good intentions. Teachers are (sometimes) trained briefly, then sent back to their classrooms to “make it work.” Sometimes there is no training, and expected to “make it work”. When outcomes fall short, frustration follows. Fingers point in every direction.

But perhaps the most honest explanation is also the least controversial: we asked educators to transform instruction without giving them the time, space, or support to truly learn how to do so.

One-Time PD vs. Sustained Learning

Most teachers recognize this pattern immediately.

A new tool is introduced. There’s a short training – here’s what it does, here’s where to click – and then: Go use it. Sometimes there’s follow-up, but it’s often months later and/or focused narrowly on features, not instruction. Other times, PD becomes so repetitive that it feels disconnected from classroom reality.

The spacing matters, just like it matters with our students. When training sessions are too far apart, teachers naturally fill in the gaps themselves. They figure out what works (and what doesn’t) through trial, error, and time; often without a shared pedagogical vision guiding those decisions.

Add to that the reality that many schools roll out multiple new tools or curriculum adoptions at once, sometimes with little dedicated time at the start of the year to learn them deeply. And sometimes there’s too much information coming at the beginning of the school year. The result isn’t resistance, it’s overload.

There has to be a better way.

Pedagogy Must Come First: We Can’t Pretend the Clock Rewinds

In theory, most educators agree: pedagogy should come before platforms, curricula, and pacing.

In practice, that train has already left the station long ago.

Teachers are knee-deep in platforms that were adopted years ago. Pedagogy often became secondary, not because educators didn’t care, but because survival required learning to manage the tool with students in the classroom in real time before reflecting on how it shaped instruction.

So the question isn’t Should pedagogy come first?
It’s How do we re-center pedagogy now, given where we are?

One possible answer isn’t adding more tools, but pressing pause. Limiting new adoptions. Creating space for a pedagogical reset using the platforms already in place. Asking not What else do we need? But how can we use what we have better? Or how can I use what is already available? How will it help me/my students?

This isn’t easy. It can feel overwhelming. But if the goal is student thinking, understanding, and transfer, not just task completion or student compliance, then the work is necessary.

What Meaningful Tech PD Actually Looks Like

I know, this is a loaded question. We want it, we know we need it, but are often loath to attend, myself included. This is especially true when it’s district-provided. Why is that? (That was more of a question to myself, no sarcasm, just a real thought/question)

If professional development is meant to change classroom practice, it must be manageable, relevant, and immediately useful.

That starts with focus. If a district introduces three new tools, meaningful PD might center on just one—and even then, on one or two high-leverage instructional uses, not every feature. Depth matters more than breadth. I’m a fan of showing how it is relevant to you, right now.

PD also needs to be differentiated. Some teachers are ready to explore advanced applications. Others need a strong foundation. Meeting teachers where they are isn’t a luxury; it’s how learning works. The trick is to do this well. I’m not sure what the answer is, but I know it should be a goal.

And perhaps most importantly: teachers need to be able to use what they learn immediately. I am passionate about this point. If something isn’t implemented within a week, it often never will. This isn’t a failure of commitment; it’s the reality of teaching in a system filled with mandates, assessments, and competing priorities.

Ongoing support matters too. Not once a semester. Not when schedules allow. Consistent coaching, collaboration, and feedback help teachers refine their practice at a pace that feels sustainable rather than rushed.

Teachers invest in what moves their students forward. When the impact is visible, the motivation follows.

The Cost of Not Investing in Teacher Learning

When professional learning is shallow or fragmented, classrooms tend to drift toward extremes. Again, this isn’t a criticism of teachers; it’s a reality.

In some cases, technology becomes a digital babysitter, students consume, click, and complete without deep thinking. That’s the compliance factor. In others, technology is avoided altogether. Of the two, opting out may be the more responsible choice, but it still leaves potential untapped.

A middle ground exists.

When teachers are supported in learning how and why to use tools, technology can amplify good pedagogy rather than replace it. Tools that provide immediate feedback, surface misconceptions, or help analyze student thinking, like Snorkl or Wayground, can lighten the instructional load while keeping learning active and visible. I know I keep bringing up these two tools. They are ones I have available in my district. There are other tools that achieve the same things.

But even the best tools can’t compensate for a lack of investment in teacher learning.

A Shared Responsibility

This isn’t about blame. We are where we are, and reflection is necessary.

Teachers didn’t ask for constant change without time to adapt. Administrators didn’t design systems to overwhelm. Policymakers didn’t intend to sideline pedagogy. Everyone involved is operating within constraints and doing what they feel is best.

But if we want classrooms where students think, explain, and truly understand, then professional learning can’t be an afterthought. It has to be central to how we implement change.

Teachers and students deserve better than “I have to do this.”
We’ve tried that. It doesn’t work. It’s time we try something different.

So, my question to you is, if professional development were designed around learning rather than compliance, what would change, for teachers, for students, and for the system as a whole?

Coming Next:
If professional learning is the bridge between research and practice, the final question remains: what does balance actually look like in real classrooms? In the next post, we’ll step back to examine what sustainable, thoughtful technology integration can, and should, feel like for teachers and students.

Consumption vs. Production: What Do We Actually Mean?

Admin1 Comment

This post is part of a series exploring how technology, pedagogy, and system-level decisions shape classroom learning. In this entry, the focus shifts to a distinction that often gets overlooked: the difference between students consuming information and producing understanding. Previous Post

When conversations about technology in classrooms come up, they often sound like this:
“Kids are on screens too much.”
“Students don’t think like they used to.”
“Technology has ruined learning.”

These statements reflect genuine concern, but they don’t dig deep enough. The problem is not technology itself. The problem is how students are asked to engage with learning when technology is involved.

To move this conversation forward, especially with the general public, we need a shared language. One of the most important distinctions we can make is between consumption and production.

What Is Consumption?

When I talk about consumption, I’m referring primarily to passive learning experiences. These are activities where students receive information or interact with content in limited ways, often without having to explain or construct their thinking.

Examples include:

  • Watching a video and answering surface-level questions
  • Clicking through digital practice or assessments
  • Playing educational games that reward speed or completion
  • Navigating programs where the main task is selecting answers

Consumption isn’t inherently bad. Students need exposure, modeling, and opportunities to practice skills. The issue arises when consumption becomes the default – especially because technology makes it easy to assign, track, and justify. And with the load on teachers’ plates, it is understandable.

Students can look busy. They can even look engaged. But that doesn’t always mean learning is happening.

Engagement Is Not the Same as Learning

A student can be entertained, compliant, or focused on a screen without deeply understanding the content. Learning requires effort. It requires retrieval, reasoning, explanation, and sometimes productive struggle.

This is where production matters and why it’s crucial.

What Is Production?

Production-based learning asks students to create something that makes their thinking visible.

That “something” might be:

  • A written explanation
  • A visual model or representation
  • A verbal explanation
  • A collaborative document
  • A screencast or short video

For example:

  • A student creates a short video explaining how to add two-digit numbers using expanded form
  • Students read, collaborate on shared notes, and write synthesized paragraphs (such as in a Cyber Sandwich)
  • Students explain why a strategy works, not just apply it

These tasks require more than clicking through DOK 1-type questions. Students must organize ideas, make decisions, and communicate clearly.

And contrary to popular belief, production does not always require more time.

Production Doesn’t Mean More Work

Many teachers already build production into their classrooms, often without labeling it that way:

  • Asking students to explain answers to a partner
  • Requiring written justification
  • Having students represent ideas visually

These are small shifts, not massive overhauls.

Technology can support this work, but only when it’s used intentionally. Which leads to a critical question educators must constantly ask:

How is this technology enhancing the learning goal?

Not:

“I have this tool, now how can I use it?”

That distinction is subtle but powerful. I admit, there were times when I asked myself, “How can I use this tool?”

Revisiting an Old Idea: SAMR

Years ago, many educators used the SAMR model (Substitution, Augmentation, Modification, Redefinition) to think about technology integration. Over time, I’ve noticed it has faded from conversation, but its central idea still matters: technology should enhance or transform learning, not simply digitize existing tasks.

But frameworks alone don’t change practice.

For many teachers, there is little time or support to deeply learn new pedagogy alongside new tools. Professional learning is often brief, optional, or disconnected from classroom realities. Teachers are expected to “innovate” while managing full classrooms, mandates, and shifting expectations.

As in the early Chromebook rollout, teachers are once again left to figure it out on their own.

The Reality Teachers Are Working In

This conversation cannot happen without acknowledging the conditions teachers work under.

Teachers navigate:

  • District-adopted programs and initiatives
  • Pacing guides and curriculum mandates
  • State testing and accountability pressures
  • Constant shifts in platforms and expectations

At the same time, teachers are frequently blamed for:

  • Low student motivation
  • Declining reading levels
  • Weak math fluency
  • Poor reasoning skills

Teachers have students for six to seven hours a day. They do not control screen time outside of school. They cannot undo every societal influence within a single classroom.

Yet they are often expected to do precisely that.

Understanding consumption versus production is not about criticizing teachers’ choices. It’s about recognizing that many of those choices are/were made within tight constraints, often without the time or support needed to explore better alternatives.

Technology as an Enhancer, Not a Requirement

Production does not require technology. In many cases, paper and pencil work beautifully. Research consistently supports the cognitive benefits of writing and drawing by hand.

Take MathReps as an example. I often prefer students to write their thinking on paper or use plastic sleeves with whiteboard markers. Writing, revising, and representing ideas physically supports understanding.

Once students are familiar with the routine, technology can enhance the experience.

Tools like Snorkl allow students to demonstrate and explain their thinking while receiving immediate feedback. Used intentionally, perhaps a few times a week, it can amplify learning rather than replace it.

The goal still remains the same:

  • Show your thinking
  • Explain your reasoning
  • Make understanding visible

Technology is one pathway, not the destination.

Starting With the Right Question

Whether using technology or not, the most important question is always:

What is the learning goal?

Only then should we ask:

  • Can technology enhance this?
  • Does it deepen thinking or just speed things up?
  • Are students producing, or merely responding?

Consumption and production are not enemies. Both have a place. But when consumption dominates, we risk mistaking activity for understanding.

As we continue navigating teaching in a digital age, the challenge is not choosing between technology and tradition. It’s choosing practices that can meld the two.

I leave you with this question:

When you think about the learning experiences students spend the most time on, inside or outside the classroom, would you describe them as primarily consumptive or productive? And what slight shift might move the balance? If you see balance already, what does it look like?

Coming next: Post 3 explores what learning science really says about technology and student thinking without hype or oversimplification.

When Technology Entered the Classroom, What Did We Lose Along the Way?

Admin2 Comments

Technology was introduced into classrooms with the promise of innovation, access, and equity. Chromebooks became commonplace, and suddenly every student had a screen. On paper, it looked like progress.

What rarely came with those devices, however, was a shared vision for how technology should support learning.

Years later, many educators and families are noticing something unsettling. Teachers are detecting declines in certain skills: critical thinking, problem-solving, perseverance, a sense of wonder, and even basic fluency, such as memorizing math facts or understanding procedures deeply.

This is not a claim rooted in blame or panic.
It’s a reflection grounded in lived classroom experience.

And it’s critical to say this clearly: teachers did not cause this shift.

Teachers Were Put in a No-Win Situation

When Chromebooks were first rolled out, many teachers were handed powerful tools with minimal training, limited pedagogical guidance, and enormous expectations. The message was often implicit: Use the technology. Figure it out.

What followed was predictable.

Most available tools at the time were consumption-based:

  • Students practiced skills through programs
  • Computer-generated assessments
  • “Learning” games
  • Watch videos and click through content

These tools promised efficiency, and in some ways, they delivered. Teachers could quickly gather data, assign differentiated work, and manage classrooms stretched thin by increasing demands and limited time.

For many teachers, this wasn’t laziness or lack of creativity.
It was survival, as they were told to use technology, follow pacing guides, differentiate, improve test scores, etc.

When Consumption Became the Default

Photo by Ryutaro Tsukata on Pexels.com

Over time, consumption-based technology became mainstream. Students spent more time interacting with screens and less time explaining their thinking, constructing arguments, or grappling productively with struggle.

This matters because consumption alone does not build deep understanding.

Selecting an answer is not the same as defending one.
Completing digital practice is not the same as reasoning.
Engagement is not the same as learning.

Still, teachers used these tools because they were what districts purchased, what schedules allowed, what was expected, and what, if any, professional development supported.

Arguments for the Opposite Can Be Made

Some teachers pushed against this trend. I was one of them. This was a luxury and an interest for me.

Technology has always interested me, and I had the time, energy, and inclination to learn how pedagogy and technology could work together. I gravitated toward production-based uses of technology: students explaining, creating, representing, and discussing their thinking.

When tools like Prodigy became popular, many teachers saw motivation and engagement. I saw more game than practice and chose not to use it. Instead, I decided to use programs like Fog Stone Isle to help build capacity with fractions. That doesn’t make one choice morally superior; it highlights how context, interests, and capacity shape decisions.

Many teachers did see value in those tools for their students. And for those teachers, it made complete sense. There are times when consumption-based technology is appropriate and works. As teachers, we do what we feel works best for our students.

The Larger Systemic Issue

The deeper issue isn’t about individual tools. It’s about a system that often invests in products instead of practices.

Districts and lawmakers frequently purchase or mandate programs, platforms, and devices without funding the time and training teachers need to use them well. Pedagogies like HyperDocs and EduProtocols emphasize student production and thinking, but learning them is often left entirely to individual teachers.

And teachers already carry an impossible load.

Technology changes yearly. Research evolves. Expectations increase. Teachers are asked to adapt constantly, often without sustained professional learning or structural support.

When systems fail to lead with pedagogy, companies fill the gap. Many tools genuinely aim to help, but convenience can quietly override cognitive demand if we aren’t careful.

What Research Actually Tells Us (And What It Doesn’t)

To be clear: there is no definitive research proving that technology has caused a universal decline in student skills. What we do have is:

  • Research showing that active learning and retrieval are more effective than passive consumption
  • Cognitive science emphasizing the importance of productive struggle, explanation, and practice
  • Multimedia learning research (like Richard Mayer’s work) demonstrating that technology must be intentionally designed to support learning, not overload it
  • Large-scale assessments (such as PISA and NAEP) showing stagnation or uneven growth, which educators interpret through classroom experience

What teachers are reporting should not be dismissed, but it should be understood as contextual, nuanced, and systemically influenced, not a simple cause-and-effect story.

Moving Forward: Balance, Not Backlash

This is not a call to remove technology from classrooms.

It’s a call to use it differently.

Production-based strategies don’t have to be complex. They can start small:

  • Choice boards instead of one-size-fits-all programs
  • Students explaining their thinking orally or visually
  • Simple routines that prioritize reasoning over speed

These changes can be technology-based or not technology-based. For example, explaining thinking can be done in a class setting, in groups, or with the use of tools like Snorkl.

Frameworks like MathReps and EduProtocols offer powerful examples, but they are not mandates. They are models. Entry points. Proof that technology can amplify thinking when pedagogy leads the way.

A Message to the Public and to Decision Makers

Teaching today is not the same as “when you were in school.”
Technology has changed. Research has evolved. Students’ needs are different.

Educators are not resisting change; they are navigating it in real time.

If we want technology to improve learning, then teachers need more than devices. They need time, training, and trust. Districts and lawmakers must invest not just in tools, but in the pedagogy that makes those tools meaningful. And all of this needs to be done without adding more to teachers’ plates.

The goal isn’t balance sheets or dashboards. It’s thinking.

And the question we should all be asking is not whether technology belongs in classrooms, but whether we are brave enough to demand that it truly serves learning and teachers are put in a position of power, not left scrambling to figure it all out.

This has been a subject that has been weighing on me heavily lately. I think this will be the beginning of a series. I would love to hear your thoughts. I am not here to persuade anyone one way or another, but rather have open discussions on where, as a community, educators, parents, districts, and policymakers, we can do better.

Snorkl + MathReps = Powerful Learning Moments

AdminLeave a comment

I’m sure I’ve mentioned Snorkl before, but it’s worth sharing again, especially because MathReps are part of the platform!

If you haven’t explored it yet, Snorkl is an AI-powered feedback tool that provides students with meaningful and personalized responses to their work. Teachers can create their own assignments or choose from Snorkl’s library of ready-to-go activities. These activities span all grade levels and subject areas – from kindergarten through high school – and include math, ELD, science, history, and language arts.

When a student completes an assignment, Snorkl analyzes their work based on the rubric (which it can even create for you!) and provides feedback and a score. It doesn’t provide answers, but instead encourages students to think deeper and revise their work.

A few reasons I ❤️ Snorkl:

  • It’s simple (not loaded with bells and whistles) and intuitive for both teachers and students.
  • Teachers can start from scratch or choose from a library of quality tasks.
  • Feedback can be provided in multiple languages, but teachers always see it in English.
  • Directions and feedback can be read aloud, making them perfect for young learners or multilingual students. (And it doesn’t sound robotic!)

Snorkl in Action: A Classroom Story

Recently, I had the opportunity to visit a 3rd-grade class to help them get started with Snorkl. (Total aside, but the teacher—Erin Daines—is one of the most naturally gifted educators I’ve ever met. I always learn something new in her classroom!)

On the first visit, we started simple with a fun activity from the Snorkl Library: “Introduce yourself and draw a picture of something you like.”

It was a low-stakes way for students to explore some of the whiteboard tools—pen, highlighter, shapes, and lines and get comfortable with the platform. We set it up so they could view and comment on one another’s work, and the engagement was instant. The room was buzzing with creativity and laughter.

When I returned the next week, we took things a step further. We made the next assignment collaborative, which meant students appeared under playful names, such as Zany Zebra or Curious Coyote. This anonymity helped students focus on ideas instead of popularity, something I really appreciate.

We started with a Would You Rather prompt: “Would you rather have a caramel apple or a slice of pumpkin pie?”

Students had to choose one and explain why. One student chose “neither” and explained his reasoning. Snorkl acknowledged his logic but scored it lower and challenged him to pick one, since the task was to make a choice, an excellent learning moment in a safe environment.

Then came the highlight: a 3rd Grade MathReps addition activity in Snorkl!

Students completed the task, then recorded their explanations to show their thinking. We know that when students can explain a process, their understanding deepens. Snorkl provided instant, helpful feedback that supported this reflection.

The best part? When students didn’t earn a 4/4, they wanted to improve. They read or listened to the feedback and tried again: some two or three times! The combination of MathReps and Snorkl fostered perseverance, reflection, and a sense of pride in learning. It was so exciting to witness.

Try MathReps in Snorkl!

Yes, MathReps are live in Snorkl—you’ll find them under the EduProtocols section. Currently, activities are available for grades K–4, with additional 4th-grade content and upper-grade levels forthcoming.

If you’d like to beta test upcoming MathReps in Snorkl, I’d love to have you join in! Just reach out and let me know.

So go ahead—try a MathRep in Snorkl. Let your students explore, explain, and shine.

Celebrating Creative Teaching Techniques in Classrooms

AdminLeave a comment

One of the things I love most about my role as an instructional coach/tech TOSA (Teacher on Special Assignment) is the opportunity to visit all the elementary sites in our district. Each school has its own rhythm and energy, and every teacher brings something special to the table. I get to see it all – the creative ideas, the quiet moments of connection, and the unique ways teachers make their classrooms feel like home for their students.

For example, at one school, a teacher sets out a small chalkboard outside her classroom each day. On it, she writes a Joke of the Day – something silly and lighthearted, but always guaranteed to get a few smiles and spark conversation. (Today’s joke: “What do you call rotten eggs, rotten fruit, and spoiled milk in a bag? Gross-eries!”) I love how she’s zhuzhed up the board, complete with a festive skeleton and a splash of color. It’s such a small thing, but it builds community and connection.

Another teacher has found a meaningful way to help students express themselves through emoji writing. I’m still learning exactly how she structures it, but I know students get the chance to write about their thoughts and feelings, and share them if they choose. It’s such a beautiful example of using something familiar and fun to help students build emotional awareness and voice.

Then there’s a teacher at another site who’s rethinking her approach to reading. She’s diving into novel studies, aligning them to the standards while keeping student engagement and learning front and center. It’s exciting to see teachers continually reflect, innovate, and take risks for the sake of their students.

Every week I’m reminded that innovation in education doesn’t always come from big changes—it’s often found in the small, thoughtful touches teachers bring to their classrooms.

The teachers in our district are doing amazing things every single day. I feel incredibly lucky to have a front-row seat to their creativity and care. One of my favorite parts of my job is being able to share these ideas, anonymously, of course, across the district. When I visit another site and a teacher says, “I’ve been wanting to try something new; any ideas?” I get to say, “Actually, I saw someone doing something really neat…”

I love this perk of my job. I love celebrating great teaching and helping ideas spread from one classroom to another. Because when we share, we all grow, and our students benefit most of all. And if you know me, you know that I’m a chronic over-sharer!

Your turn: What’s something small but meaningful you’ve seen or done in a classroom that builds connection or joy? Share it in the comments or with a colleague—it might just spark an idea that makes someone else’s classroom shine a little brighter.

Math Dash Chats: Boost Classroom Discourse

AdminLeave a comment

Earlier this year, a simple idea sparked a solution to a common challenge in many classrooms: how to review math concepts and encourage student conversation when time is short. This led to the creation of Math Dash Chats.

Our district, like many others, was grappling with a noticeable gap in our curriculum—a lack of dedicated time for math discourse. We know that talking about math helps students solidify their understanding, but with so many standards to cover, where do you fit it in? I created Math Dash Chats for 3rd Grade, as an instructional coach who works closely with 3rd-grade teams, it felt like the perfect place to start. Since then, I’ve created sets for grades 2-6 and am excited to expand to grades 7 and 8 soon.

So, what exactly are Math Dash Chats, and how can they help your students? I’m so glad you asked!

What are Math Dash Chats?

Math Dash Chats are 36 prepared slides for your grade level (currently grades 2-6). The activity is designed to be a quick, five-minute daily review that gets students talking.

The slides are divided into six sections, five of which are based on Common Core domains like Geometry and Measurement, and the sixth is a directions section. Problems are hidden behind colorful “doors” [01:05], which you can view beforehand. Then, simply drag the questions over for a fun and engaging reveal.

How Do They Work?

The idea is simple: choose one “door” a day to discuss for about five minutes. This brief, focused discussion ensures a consistent review without taking up valuable class time. The topics covered are not just standard procedures; they encourage students to explore reasoning, number sense, and even domains like geometry or measurement that are often rushed through or left for the end of the year.

The video provides an example from the “Convince me that” category, where students are asked to prove that “4 tens is the same as 3 tens and 10 ones” [01:53]. This type of question promotes collaboration, and you might find that students want to use personal whiteboards or manipulatives to work through some of the problems together.

The Result

The response from teachers has been overwhelmingly positive. They love the ease of a no-prep, ready-to-go resource that gets students talking about math. Who doesn’t love a well-thought-out, free resource that is proven to work?

If you’re looking for a quick, impactful way to review math concepts and get your students engaged in meaningful math conversations, Math Dash Chats are for you!

Math Dash Chats Folder: Please make a copy of the desired slide deck for yourself by selecting ‘file’ > ‘make a copy’. If you receive a message that says ‘Access Denied’, it may be an issue with your district account. I’ve encountered this recently. If this happens, I suggest trying your personal account and sharing it with your district account. If that doesn’t work, contact me and we can try a few other options.

Public Education: More Than a Viral Post

AdminLeave a comment

Lately, it feels like my social media feed has been sprinkled with negative takes on teachers and public education. Over the summer, I noticed an uptick in posts that painted educators in an unflattering light. Some parents shared that they didn’t want to purchase back-to-school supplies, suggesting that the teachers should go buy them themselves or go to donation drives and do the legwork themselves. Others shared stories of classrooms that weren’t ‘cute enough’ or didn’t have rugs, implying that the lack of decoration somehow reflected poorly on the teacher – “how dare they not make the room perfect for my child.”

And then there are the posts about rules and policies – things like cell phone bans in classrooms that teachers have no control over. In some cases, parents have gone as far as encouraging their children to disobey those rules, placing teachers in an impossible position.

Viral posts don’t tell the whole story of public education: our communities do.

I’ll be honest, when these posts go viral, it can feel disheartening. But here’s the thing: I don’t believe they reflect the majority of families across the United States. Instead, they seem to be part of a louder narrative that seeks to chip away at public education and those who dedicate their lives to it. And this is a problem.

The truth is, public education is one of the cornerstones of our country. It has always been, and should always be, a place where every child has access to learning, growth, and opportunity. Funding cuts at every level – from Kinder through universities – have made the work harder, but the mission remains the same: serving students and setting them up for future success.

And here’s the good news: in my community, I see something different from what goes viral. I’m sure you do too. I see families who send their students to school with supplies. I see kindness, collaboration, and a shared commitment to doing what’s best for kids.

That’s the story we need to remember and share. Viral posts may grab attention, but they don’t represent the heart of our communities. Let’s not fall prey to negativity; there’s already too much of that. Instead, let’s lift up the good, celebrate the work being done, and continue to build strong schools for our students. They deserve the best, no matter their zip code.

Because in the end, when we support public education, we’re not just supporting teachers, we’re investing in our children and in the future we all share.

Effective Place Value Techniques for Teaching Addition

AdminLeave a comment

Are you looking for a way to help students truly see what’s happening when they add multi-digit numbers? One powerful approach uses place value-based strategies that build from representational thinking toward more efficient, abstract methods.

Start with Expanded Form

In the first part of the video, I model a place value strategy using expanded form. Students break apart each number into hundreds, tens, and ones, add those values separately, and then combine their sums.

This representational method supports flexible thinking and strengthens their understanding of how numbers work. It also lays a strong foundation for future strategies that depend on place value fluency.

Scaffold Toward the Algorithm

Next, I introduce a slightly more advanced approach that continues to use the Hundreds Chart as a scaffold. This visual support helps students begin to internalize regrouping and transitions them toward the traditional addition algorithm, a 4th-grade standard.

This shift is intentional. By gradually moving from expanded form to a structure that supports the algorithm, students develop a deeper understanding of why the algorithm works—not just how to use it.

Support with Consistent Structure

The real power of MathReps lies in their consistency. Each template reinforces key math skills in a familiar format, allowing students to focus on developing strategies and precision rather than navigating new instructions each time.

Whether students are practicing during warm-ups, small groups, or independent work, MathReps create a rhythm of reflection and growth with immediate feedback.

Grab the Free Templates

The MathReps template shown in the video is available for free at MathReps.com. And if you’re looking for a reusable option, check out the dry-erase Wipebook versions—perfect for centers, partner work, or teacher modeling.

One Rep at a Time

With MathReps, you’re not just assigning practice—you’re building confidence, one rep at a time.

Experiencing MathReps Success at Cipriani Elementary

AdminLeave a comment

A few weeks ago, I had the absolute pleasure of visiting Cipriani Elementary School in Belmont, California, and let me tell you—it was a fantastic day that filled my heart.

Throughout the day, I was met with warm smiles, welcoming teachers, and the most amazing group of students. I had the opportunity to visit several classrooms ranging from TK through fifth grade, and in each room, I was able to demonstrate MathReps and watch in amazement as students flourished in their math knowledge.

What stood out most to me during these classroom visits was the level of engagement and understanding the students displayed. They were respectful, kind, curious, and so eager to learn. It’s one thing to talk about the power of MathReps—but it’s another thing entirely to see it in action in so many classes.

The Cipriani staff was incredible. Not only were they open and receptive, but they also shared their own tips and tricks for how they modify and adapt MathReps to meet the needs of their students. I was genuinely inspired by the way they’ve made the framework their own. I came to share—but I left having learned so much from them too. That kind of collaborative energy is what makes this work so meaningful.

One of my favorite moments from the day happened in a third-grade classroom. As I was working with the students, one of them looked up at me, wheels turning in their head, and said, “Wait… your name is on the bottom of our MathReps!” The class instantly lit up with excitement. Then they asked, “Did you also make Math Dash Chats?” When I said yes, the energy doubled. That little moment of connection—of realizing that the person who created something they use every day was standing right there with them—was truly special. It reminded me that kids are paying attention, even when we don’t think they are.

Later that afternoon, I led a Math 360 professional development session with the entire staff. Thanks to our friends at Wipebook, we had large Wipebook flip charts to work with, and it made the experience even more interactive and fun. The discussions were rich and reflective, and once again, the Cipriani teachers brought their full selves to the table—asking great questions, sharing insights, and showing a genuine passion for improving math instruction.

Overall, it was such a rewarding, joy-filled day. I left Cipriani Elementary feeling deeply grateful—and even more motivated to continue visiting classrooms across the country to share the love, importance, and power of MathReps.

I am thankful to everyone at Cipriani Elementary for making me feel so welcome.

Engaging Kids in Math: Using Play-Doh for Multiplication

AdminLeave a comment

This school year, I have had the privilege of collaborating with several 3rd-grade teachers. During one meeting, I shared an innovative idea from a 4th-grade teacher, Ben Cogswell. He introduced the use of Play-Doh to help his students understand multiplication through hands-on activities. I really like how he incorporated MathReps into this lesson. In the accompanying image, you can see students recording their findings in a MathReps, along with an instructional video they can reference for guidance.

Students using Play-Doh and MathReps to assist in their understanding of Multiplication and Division.

Fast forward a few months into 3rd-grade. While meeting with one of the groups, one teacher, Jensen Hall, was excited to share that she had purchased some Play-Doh for her students to use as they begin learning about multiplication. Then, about a week later, she sends me this message with images:

Message: I meant to send this to you earlier but I'm so excited about it I had to make sure I didn't forget again (sorry it's after hours). I introduced multiplication today using the play doh and it was a massive success! Such a great idea you shared!!
Students showing off their work.

Taking a closer look at the image, the red arrow points to where a student wrote out the problem on their desk. Using equal sets, students were able to model how to solve the problem. While the faces have been hidden, I can assure you that they were all smiling and clearly having a good time.

We all want our students to be excited and engaged with math. In the rush to fit everything into a school day—assessments, end-of-the-year testing, and much more—we often forget how to make learning fun and hands-on. Starting with concrete models is essential when teaching new skills like multiplication. Taking the time to begin with concrete models will ultimately save us time later and allow students to truly understand these foundational skills, setting them up for future success.

The story and images have been shared with permission from the teacher.