VOTES+-+Vision+Requirements

== //"WHAT DO YOU THINK MICHIGAN TEACHERS AND SCHOOLS OUGHT TO DO FOR ALL STUDENTS TO LEARN MATH?" // == = VISION REQUIREMENT: **VOTES** =
 * Triggering Question: **

Participants were given 5 colored dots and instructed to prioritize the vision requirements by placing a single dot on their top five.




** 8: **// (9 Votes) // INCREASE THE CLASSROOM USE OF FORMATIVE ASSESSMENTS TO INFORM INSTRUCTION ** 7: **// (7 Votes) // ALL STUDENTS DESERVE ACCESS TO A GUARANTEED AND VIABLE CURRICULUM THAT IS ALIGNED TO STATE AND NATIONAL STANDARDS ** 4: **// (6 Votes) // USE OF DIFFERENTIATED INSTRUCTION FOR STUDENTS AT DIFFERENT LEVELS OF MASTERY ** 27: **// (5 Votes) // NECESSITY FOR CROSS GRADE PROFESSIONAL LEARNING COMMUNITIES SPANNING THE ENTIRE K-12 SYSTEM WITH THE FOCUS ON MATH INSTRUCTION ** 16: **// (4 Votes) // POSSIBLE NEED TO RE EVALUATE THE GRADUATION REQUIREMENTS FOR HS STUDENTS IN MATHEMATICS ** 24: **// (3 Votes) // DISTRICTS AND SCHOOLS WITH POLICIES AND PROCEDURES THAT SUPPORT AND ENHANCE STUDENT LEARNING OF MATH ** 9: **// (2 Votes) // INCREASE THE REQUIREMENTS FOR MATH EDUCATION AND INSTRUCTION COURSES IN TEACHER PREPERATION PARTICUALRY FOR ELEMENTARY MAJORS
 * 25: **// (9 Votes) // PROVIDE TEACHERS PROFESSIONAL DEVELOPMENT DETERMINED BY DATA AND DELIVERED WITHIN THE CONTEXT OF THEIR CLASS ROOM NEEDS
 * 59: **// (9 Votes) // ALL MATHEMATIC INSTRUCTION CONNECTS CONCEPTS TO REAL AND RELEVANT APPLICATIONS
 * 62: **// (5 Votes) // IDENTIFY GAPS IN STUDENTS KNOWLEDGE AND PROVIDE EXTENTION OF THE MATH CLASS TO ELIMINATE THOSE GAPS
 * 58: **// (4 Votes) // CLASSROOM PRACTICES SHOULD HELP STUDENTS TAKE OWNERSHIP IN THEIR OWN LEARNING
 * 64: **// (4 Votes) // VALUE MATHEMATICS AS A WAY OF THINKING, REASONING AND PROBLEM SOLVING
 * 70: **// (3 Votes) // A DESIRE FOR TEACHER CERTIFICATION TO INCLUDE A COMPONENT THAT INFORMS AND TEACHES THEM TO INCLUDE CHILDREN WITH SPECIAL NEEDS
 * 10: **// (2 Votes) // THE NECESSITY FOR TIME AND A FRAMEWORK FOR TEACHERS TO PLAN IN A MANNER THAT ADDRESSES MATH GOALS AND STUDENTS AS LEARNERS
 * 13: **// (2 Votes) // NEED FOR AN ORGANIZATIONAL STRUCTURE BASED ON INSTRUCTIONAL NEEDS VS FUNDING SYSTEM MANAGMENT
 * 39: **// (2 Votes) // STUDENTS PROGRESS ALONG WELL DEFINED CONTINUUMS OF LEARNING TRAJECTORIES
 * 51: **// (2 Votes) // SPEND MORE TIME BUILDING ON STUDENTS PRIOR KNOWLEDGE AND EXPERIENCES TO CONNECT NEW IDEAS TO OLD
 * 11: **// (1 Votes) // PROVIDE EXTENDED TIME AND DIFFERENTIATED OPTIONS FOR STRUGGLING STUDENTS
 * 12: **// (1 Votes) // STUDENTS CHALLENGED WITH ENOUGH RIGOR YET SUPPORTED TO PREVENT FRUSTRATION
 * 36: **// (1 Votes) // ARTICULATE A UNIVERSAL UNDERSTANDING OF WHAT THE WORD 'LEARN' MEANS
 * 42: **// (1 Votes) // ACCESS TO INSTRUCTIONAL MATERIALS THAT APPROPRIATELY SUPPORT THE INTENDED CURRICULUM
 * 43: **// (1 Votes) // PROVIDE PARENTS THE OPPORTUNITY TO LEARN HOW TO BETTER SUPPORT THEIR CHILDREN'S LEARNING OF MATH
 * 45: **// (1 Votes) // DEDICATE A CONSISTANT AND REALISTIC BLOCK OF TIME FOR MATH AT THE ELEMENTARY DEEMED AS IMPORTANT AS THE 90-MINUTE READING BLOCK
 * 46: **// (1 Votes) // THE DESIRE FOR APPROACHABLE AND AVAILABLE TEACHERS TO MENTOR STUDENT LEARNING
 * 57: **// (1 Votes) // CONNECT THE CONCRETE REPRESENTATIONAL AND ABSTRACT MATH STRATEGIES AND CONCEPTS
 * 61: **// (1 Votes) // PROVIDE OPTIONS FOR STUDENTS TO GET CREDIT FOR PROFICIENCY WITH CONTENT NOT JUST SEAT TIME
 * 1: **// (0 Votes) // INVOLVE MATH LEARNERS IN ENJOYABLE OPPORTUNITIES
 * 2: **// (0 Votes) // ABSENSE OF TEACH AND ASSIGN; INCREASE IN MODEL GUIDE RELEASE
 * 3: **// (0 Votes) // A BELIEF THAT ALL STUDENTS CAN LEARN MATH
 * 5: **// (0 Votes) // UTILIZE A RESEARCH BASED CORE CURRICULUM ALIGNED TO A PACING AND ASSESSMENT GUIDE
 * 6: **// (0 Votes) // TOO MANY TEACHERS LACK ADEQUATE MATH CONTENT KNOWLEDGE TO EFFECTIVELY HELP STUDENTS LEARN THE MATH
 * 14: **// (0 Votes) // AN INCREASED FOCUS ON STUDENT VOCABULARY AND VERBAL COMMUNICATION
 * 15: **// (0 Votes) // RELEASE THE IDEA THAT MATHEMATICAL ABILITY IS INHERITED
 * 17: **// (0 Votes) // DON'T BE AFRAID TO TEACH CONCEPTUAL SKILLS BEFORE COMPUTATIONAL SKILLS ARE LEARNED
 * 18: **// (0 Votes) // PROVIDE GREATER OPPORTUNITIES FOR MATH TEACHERS TO COLLABORATE IN ORDER TO ANALIZE FORMATIVE ASSESSMENT DATA
 * 19: **// (0 Votes) // INCREASE CONNECTIONS NOT ONLY IN REAL WORLD BUT ALSO IN INTERDISCIPLINARY AREAS
 * 20: **// (0 Votes) // DESIRE FOR TEACHER ACCESS AND STUDENT ACCESS TO FORMATIVE ASSESSMENT DATA
 * 21: **// (0 Votes) // BELIEF THAT ALL STUDENTS SHOULD LEARN MATHEMATICS NECESSARY FOR POST SECONDARY SUCCESS
 * 22: **// (0 Votes) // PROVIDE RESEARCH BASED MATH PROGRAMS FOR CHILDREN WITH IEP'S (SPECIAL NEEDS)
 * 23: **// (0 Votes) // IMPLEMENT WITH FIDELITY A PROGRAM TO IDENTIFY LEARNING GAPS AND OPPORTUNITIES TO LEARN THESE GAPS
 * 26: **// (0 Votes) // INCREASED INSTRUCTIONAL COACHING OF MATHEMATICS AT THE CLASSROOM LEVEL
 * 28: **// (0 Votes) // THE NEED FOR MATH, SPECIAL EDUCATION, ADMINISTRATORS AND ELL (ENGLISH LANGUAGE LEARNER) TEACHERS TO COLLABORATE AND PLAN TOGETHER FOR DIVERSE LEARNERS
 * 29: **// (0 Votes) // FIND AND IMPLEMENT A TECHNIQUE THAT WILL MOTIVATE DISENFRANCHIZED YOUTH WHO ARE ACADEMICALLY BEAT UP AND HAVE LITTLE OR NO CONFIDENCE IN THEIR ABILITIES
 * 30: **// (0 Votes) // NECESSITY FOR ALL STUDENTS TO OBTAIN MATH LEARNING IN THEIR LONG TERM MEMORY
 * 31: **// (0 Votes) // NEED FOR SYSTEMS OF STUDENT AND OR FAMILY SUPPORTS WITH OUTSIDE PUBLIC AND PRIVATE AGENCIES
 * 32: **// (0 Votes) // INCORPORATE SELF-PACED PROJECT BASED LEARNING
 * 33: **// (0 Votes) // STOP TELLING STUDENTS HOW THEY SHOULD BE THINKING ABOUT MATHEMATICAL IDEAS AND LISTEN MORE TO HOW THE STUDENT IS THINKING ABOUT THE MATHEMATICAL IDEA
 * 34: **// (0 Votes) // LIMIT THE BENCHMARKS WITHIN COURSES TO ALLOW TEACHER CREATIVITY AND DEEPER EXTENSIONS OF THE MATERIAL
 * 35: **// (0 Votes) // RENAME ALGEBRA AND CALL IT PROBLEM SOLVING
 * 37: **// (0 Votes) // EXPAND THE LEARNING FIELD OF MATHEMATICS BY PROVIDING A VARIETY OF LEARNING STRATEGIES FOR THE MATHEMATIC MIND
 * 38: **// (0 Votes) // ACCESS TO TECHNOLOGY TO PERMIT ONLINE LEARNING AND BLENDED COURSES
 * 40: **// (0 Votes) // DESIRE FOR STUDENTS TO DEMONSTRATE UNDERSTANDING OF MATERIALS BEFORE PROGRESSING TO NEXT LEVEL
 * 41: **// (0 Votes) // IMMEDIATE DATA RESULTS FOR THE DIRECT IMPACT TO ACCESS SYSTEMATIC AND EXPLICIT INSTRUCTION OUTSIDE OF THE CORE CURRICULUM TIME
 * 44: **// (0 Votes) // GREATER ARTICULATION OF K-5 INSTRUCTION TOWARD THE GOAL OF ALL STUDENTS BEING LITERATE IN ALGEBRA
 * 47: **// (0 Votes) // TO MAKE MATH AS INDIVIDUALLY RELEVANT TO EACH STUDENT'S LIVES/CAREERS/COLEGIATE PLANS AS POSSIBLE
 * 48: **// (0 Votes) // MATH CLASSROOMS SHOULD HAVE LABS
 * 49: **// (0 Votes) // ALTERNATIVES TO SPECIAL EDUCATION FUNDING FOR INTERVENTION ARE MISSING
 * 50: **// (0 Votes) // DESIRE TO HAVE CURRICULUM BROKEN UP INTO SMALLER TIERS
 * 52: **// (0 Votes) // REQUIRE MATH ENDORSED SECONDARY TEACHERS TO TEACH AT THE ELEMENTARY LEVEL
 * 53: **// (0 Votes) // ENHANCE MATH SUPPORT SYSTEMS
 * 54: **// (0 Votes) // CONNECT TEXT BOOK MATHEMATIC PRACTICES TO CONCRETE ACTIVITIES
 * 55: **// (0 Votes) // STUDENTS PROGRESS AT THEIR OWN PACE THAT IS DICTATED BY THEIR LEARNING NOT BY THEIR
 * 56: **// (0 Votes) // TAKE TIME TO IDENTIFY AND TEACH TO INDIVIDUAL LEARNING STYLES
 * 60: **// (0 Votes) // INSURE EXPECTATIONS ARE EXPLAINED IN STUDENT FRIENDLY LANGUAGE WITH CLEAR LEARNING TARGETS
 * 63: **// (0 Votes) // INTRODUCE ALL CONCEPTS WITH VISUAL REAL WORLD EXAMPLES
 * 65: **// (0 Votes) // FULLY INTEGRATE THE MATH CURRICULUM WITH THE ARTS CURRICULUM
 * 66: **// (0 Votes) // MAKE MATH FUN!
 * 67: **// (0 Votes) // A DESIRE FOR PEER MENTORING PROGRAMS FOR MATH CREDIT/ELECTIVE
 * 68: **// (0 Votes) // TAKING DATA FROM 8TH GRADE EXPLORE, PLAN AND MME AND PROVIDE RESULTS ALIGNED TO OUR CURRICULUM EXPECTATIONS
 * 69: **// (0 Votes) // SYSTEMS UNDERSTAND THE FLEXIBILITY GIVEN TO THEM BY THE RULES AND REGULATIONS

Total Votes Cast: 87