Like last year, participants concentrated on AI-orientated solutions, but overall there was a focus on data and AI becoming a shared resource if everyone is really serious about turning this into a forceful good. Inclusion and diversity were really crucial themes throughout the week and one way of highlighting that was by reaching out to and learning from the creative fields. There are lots of innovations that are happening in all fields including the art. So being a contributor here but also being educated here was also very important to me. AI is right now the catchphrase where everybody is trying to attach himself to it. We have to examine it really carefully and I think art helps us to do this. It calibrates our perception. We are all in it together. Every government, company, university, international institution, civil society organization and every single one of us should consider how best to work together to ensure AI serves as a positive force for humanity. So that's it from us at the AI for Good Global Summit 2019. More than 2,000 people participated this year in what has become the world's leading platform to discuss the practical applications of artificial intelligence not just in the fields of science and technology but also in health, education and the arts.


Hello everyone and happy world ocean day. I have been emceeing the conference for fair seas Ireland here at City Hall and Cork And it has been a phenomenal day, but I wanted to share the summary of insights with you But particularly can I just show you this right? This is a summary graphic of every single aspect of what happened today And the person behind this graphic is called Robin DC And she first of all is absolutely incredible and has given me great help along the way here for any of you that Have seen me emcee in the past. You know that I love to summarize each Element of the conversation and so on so actually I didn't realize until I came down to speak to her She mentioned that she was benchmarking her summary graphically here against what I was saying So now I'm actually going to do the opposite. So let me take it from the top.  Are very very significant On the other hand, I also looked at this from a business point of view Which isn't always done and I particularly looked at a study by Euronext and it pointed out that There's a 30% growth in the number of companies in the blue economy that have listed in Euronext since 2015 And it also pointed out that the market cap of companies in the blue economy in Europe is actually equivalent to that of the GDP of Belgium and Also, there is 1.4 million people Employed in the blue economy as well across Europe. So I just wanted to give both sides of that now moving on from there it then but we first of all had a Conversation a keynote address from Dr. Rashid and his topic was extremely simple But very powerful in this message and he said that I'm just gonna bring you down here So that you can see he pointed out not everything not everywhere and not all at once His point was not everything It means that there needs to be biodiversity justice his point about not all at once is intergenerational justice and not everything It means that we can't be leaving future generations to eat only jellyfish He also went on he also spoke about an economic concept and that is net Present value and that is that if I do something today Well, then the impact of that made a client over time, but he said if you're actually Re-establishing stocks of fish for example in a marine protected area. Well, then not alone I have you turned that around but the fact that would be restocked over time means that then the impact of that is Dramatically and exponentially higher. So then that led us to the whole conversation around marine protected environments Now there isn't a specific definition around it and there's varying different elements of what a marine protected area is Stretching from one side of the spectrum can be a marine protected area means Absolutely, nothing can be taken out to the sea There can we can't be any industry that happens on it all the way over then to what they call a paper park Which is where it's designated, but it's very weakly protected But the point is is that at the moment in Ireland, it's we're currently in a position where up until very recently 2.1% of our of our ocean area was protected that is now going up to 8.3% But the aim is to get this to 30 by 30 which means the 30% of Ireland's ocean area would be protected would be a marine protected area by 2030 Yeah, if we move on then and I'm going to take you over here to this panel discussion, right? So this one up here was called healthy seas. How are we fairing and first of all? Professor Mark Costello started off by telling us that there's a lot of myths around this like they're expensive that they take a Remarkable amount of management and therefore if they do then it can only be rich environments that have them and he was telling us a story about Actually, there could be a lot of Other things that can happen as a result for example He was telling us a story of an MPA in New Zealand where number one the MPA turned into an area of Huge tourist attraction because the fish were more plentiful and people were snorkeling and then there was more tourists attracted there So then the facilities needed to be set up accordingly and actually the MPA was a hive of Activity as opposed to stopping things. I don't know whether you can hear that in the background But they're pulling down the stage. So as always, I'm telling you the breaking news as it's happening But we are in a live environment now then we had down here, right? So this is Dr. Valerie Hiller. Dr. Valerie Hickey from the World Bank Fantastic woman really and truly fantastic woman and she made so many points But one of the key things she said is that MPAs are generally speaking taking care of the ocean needs to be funded by more than a public one public purse She said money needs to come from three areas. Number one is from domestic budgets Number two is from international budgets public budgets and number three is from private finance And she also pointed out as well is that you have to make sure and take care of people Who are particularly affected by the decisions that you make whether it's that's the fishing community or whether that is the people who Have an industry as a result of the fish that they catch etc All of that really needs to be taken into consideration Now then we had Dr. Brian Brian Mcshary over here and he shared some statistics with us For example that in the EU 12% of the ocean area is marine protected in North America It's 15% and in Latin America is 24% and he also Shared that we need more data to understand not just the impact that is happening in the oceans at the moment But also what's happening further afield thereafter now then over here we had Donald Griffin from from Fair seas Ireland and he spoke about the legislation that is drafted and all about what may happen if this When this comes into law and the considerations around it as well now moving on from there I also want to mention that we had two very inspirational messages one from Dr. Cynthia Earl and another one from Al Gore talking about the fact that The not alone is there a challenge, but there is a massive opportunity now And also Al Gore mentioned that there is a lot of political will and That that too is a renewable energy resource and that that is the way it needs to be handled So then after that we had another we had a keynote address over here from him or Manning And she spoke about the impact of climate justice So she was talking about when we look at climate change It's important to really think about the impact of those that would be affected by changes as a result Now that's not the typical way of looking at it right ordinarily We think about who's gonna be affected by climate change the climate itself But she is also saying if we were to completely change industries around it's people that put into the bottom end of the Food chain that could be affected by that and that's what climate justice is It's thinking about everybody But she also spoke about the importance of bringing young people into the conversation now any of you that know me You know how much I agree with that given how many teenagers we work with But she was particularly saying that young people under 30 years old make up a third of the global population They're endlessly innovative and they're driven to act in a meaningful way now from there Then we went on to talk about delivering Transformational change for better MPA outcomes now I'm just gonna show you here like look at the detail here that has been applied to this on the part of Robin like she's just unbelievable in fairness to her. She's just amazing if I could summarize this The key points here is that there's lots of international best practice for a start number two is that MPAs do lead to greater fishing stocks and therefore the what the fishermen and Fisher people what the Fisher community are looking for and what they may be afraid of needs to Be listened to in the context of what has happened in different places around the world So for example in in an MPA in outside Hawaii Yellowfin tuna has increased by 40 it's 54% and there's six times more fish in protected areas and also as well They they constantly constantly constantly there was a focus that when you're introducing MPAs It's so important to bring people with you talk to the local people get listen to the local stakeholders Get them on board don't tell them what's gonna happen Involve them in the decisions and in the conversations that are gonna happen along the way Communicate communicate in a language that other people can understand be excited and be hungry to hear their points of view and Point out that there can be really good outcomes as a result of this now Then what we also had was we this panel over here, which was harnessing Stakeholder involvement for better MPA outcomes now this was a different type of panel discussions So we had people from industry with people from the bird watching community. We had people from and Oh, I'm going to pop over here now. Actually. I'm gonna we also had from the cork environmental form We've burning a colony. We have Nile McManus from the marine renewable sector We had Karen Healy from the fish sector then we also have Nile McAllister from marine tourism So looking at five different stakeholders and their concerns and their worries But also what do they want when it come to when it comes to stakeholder engagement What holds them back and I want as again, you know, I will ask the questions that I feel are really important Like who's not being listened to what stakeholder is not in the room. What is there a source? Is there a lot of distrust is there something that can be done to accelerate or catalyze the conversation and so We spoke about all of those areas again It was about number one people need to be brought to the table Social costs need to be borne by the appropriate partners People need to be listened to actions need to be followed up on but particularly as well There is a big concern, of course that this is an issue that needs attention and very very quickly And so we finish up here with Dr. Mihalo Keneja who finished off by telling us that there are four key outcomes that need to Result from today is we need to learn legislate measure and protect Thank you so much to ifa to jack to donal and to alana for inviting me to receive this conference here at city It's been a super experience to work with you at such an important conversation


yes this is like my ticket to make sure that i'm part of this procedure doing like that's for your butt just remember like all this chaos is going on hi guys so i wanted to do a little story time for you guys of a story that happened to me when i was in nursing school because i feel like looking back on the story it's like the perfect amount of happy sad terrifying embarrassing like all of the above as far as being a nursing student in nursing school and i wanted to just like i don't know tell you this guy you guys the story so you could relate and laugh at me if you want because i think it's kind of like just like typical nursing school story for you all so i was in my third semester of nursing school and i was doing my obi rotation and i was in my first day of clinicals and i was in antipartum which is like the pregnant ladies who have not given birth yet but they may be having some complications with themselves or the babies and they need the extra monitoring during pregnancy and i honestly like wasn't super excited about this rotation because i was like you know what the babies aren't even born yet i don't get to see the delivery or like see the babies after they're born so i like wasn't super excited about this particular rotation and my nurse that day she was like an older more experienced nurse and she was kind of cranky but it was fine and we had this patient who had premature ruptured of her membranes and i believe she was only like 20 through 24 weeks so right around that like viability time and so that's why this patient was there for this extra monitoring well they were doing the monitoring what is it called non-stress test scan and the baby started to have i think it's bear with me if you're obi i am not an obi nurse whatsoever but the baby started to have variable decels which are like when the heart rate starts to dip really low and then kind of comes back up and it usually means that there's like a compression of the cord or lack of oxygen something like that again i'm not obi nurse so don't take this like take this with face value and so this patient or the baby started to have these decels and so they called in another nurse to do a cervical check and it turned out that the baby's cord or legs or something like the baby was starting to come out of the cervix and like that's an emergency and so we had to wheel this patient back to the or emergency for a c-section and as a student i'm just like oh my god like i am in on this and i remember so we're wheeling this patient back and they're calling the or team in like from the time that they discovered this to the time the patient like was getting the c-section like only 10 minutes went by it was just crazy crazy fast and as a student like obviously it was very sad and scary for the mom totally like not denying that as a student was really like exciting like adrenaline wise like oh my gosh i gotta be a part of this so i remember i was like well can i go into the or and then my nurse was like yeah sure and so outside the or there's all these like scrubs like surgical scrubs and the hats and the booties for your shoes and i'm trying to be quick and put it on and i don't know like if you guys think of this or are like this but as a nursing student i always felt so slow at putting gloves and gowns and masks and stuff like the bedside nurse would be put it on really quick and i would be like still trying to put it on like get in the room to be um next to him or her i just felt like i was really slow at it and like always in my head big mentally i was like oh my gosh i'm so slow i need to hurry up so like to have to put on all this or gear and stuff to go into the or i was like scrambling trying to put it on really quick and the bedside nurse that my nurse that i was following had to like follow this patient to give the doctor like the rundown of kind of what went on so she kind of had to leave me so i'm like trying to put on all this stuff and i remember the patient had glasses on and the nurse handed them to me and said can you hold on to these because she couldn't have them on during the surgery like the c-section or something like that and i remember thinking like yes this is like my ticket to make sure that i'm part of this procedure because if i have these glasses i have to go back to where i like you know i have to give them to the patient so it was like my golden ticket or whatever i felt like i was like okay so i had these glasses so i'm putting on all this gear and i put one of the little foot booties you know those little foot booties i'm like trying to put it on my head because i'm just like scrambling trying to put the stuff on and like i'm like why is this thing not fitting like it's only going like right here i'm trying to like get my hair in and another nurse is like what are you doing like that's for your foot and so like oh okay so i like put them on and she's like trying to help me and i'm like ah so we go into the or and i remember being in the or and it's chaotic and there's a lot of people in there and the mom didn't have any family members with her because there's no one with her when this emergency happened and i remember the mom was just she was crying she was scared and as like a nursing student i don't have a role in the or like everyone else had a role you know they're doing the surgery they're taking the vitals they're doing anesthesia they're monitoring this writing on this they're trying whatever they had a role i didn't have a role other than observing and i was like so wanted to go over to the mom and like tell her you know it's going to be okay they're going to take care of you like i know this is scary like just be there for her but i like i held back because i didn't want to go be in the way like i didn't want to go up and be right next to her because there's so many people around her i just remember like all this chaos is going on and like focusing in on the mom and being like i wish i could go over there and and say something to her and in hindsight um i mean not that i like regret or not regret i wish i would have gone because i actually asked my nursing instructor afterwards i'm like would it have been okay like i didn't want to intervene and like be i don't know like in the way as a student because you know you like don't want to be in the way and she said yeah that probably would have been okay but anyways i didn't know at the time so i remember like just being honed in on the mom and she was really upset and so it's really sad but there's the c-section went well the baby's obviously really premature i don't really know the outcome of what happened afterwards because after that shift i i left like i know the baby survived the c-section and all that but i don't know what happened like once the baby got to the nikyu what their prognosis is this was years ago so who who knows at this point um but that is my story i guess it doesn't really have like a good ending um but that's it so i thought i would share that because it's kind of like a combination of being funny kind of sad and like a typical nursing student like you're rushing you're getting you're like don't want to hold anyone back but you don't want to like but you don't want to miss out on anything and so i don't know if you guys have any stories that you want to share when you're in nursing school but that was one of my nursing school stories if you guys if you guys like these types of videos let me know and i will do more story times the hard thing about story times is i have to make sure that the videos like these stories don't violate any patient's privacy or information so this happened years ago and yeah obviously you can't identify who the patient was based off the story but that's a hard part about stories is like i'd love to tell you guys some like recent stories of things that happened to me but i don't want to like violate anyone's privacy or rights so i hope you guys enjoyed it let me know if you did and give this video a thumbs up and subscribe to my channel and i'll see you next time


Last time I said the future of medicine would be frequency. If you can learn how to manipulate energy, you can learn how to change your life. Sometimes we try to meditate and it's just hard for us.  That's why I use devices like key coil. Because it's like sending a text message into the universe and getting your response faster.


Three goals of what we're trying to accomplish today is to demonstrate the interoperability between two of the premier CBRN, that's chemical, biological, and radiological response forces on the continent of Africa, the Senegalese Sapur-Pompier and the Royal Moroccan Armed Forces CBRN units. The second thing we're trying to show is their ability to deploy regionally. The Sapur-Pompier CBRN unit loaded their personnel and equipment onto aircraft and flew them to Morocco for this exercise. Their partner force, the Royal Moroccan Armed Forces CBRN unit, loaded their personnel and equipment on aircraft from their base in the northern part of the country. Both of them are converging here in Agadir to conduct this exercise. And the third piece of this is to demonstrate to the people of both of those great nations and our viewing public that these countries have a dedicated and highly trained capability that is able to respond to and neutralize the threats of chemical, biological, and radiological, or if those dangerous materials are made into a weapon of mass destruction. These countries have the ability to thwart any organization that would use one of those and thus preserving peace and stability throughout this particular region. The summarization for all the goals combined are we want to demonstrate interoperability between these two highly trained forces. We want to show that they are regionally deployable, that each country can project this capability anywhere they need to depending on the requirements or the threat, and the other pieces to show that they are a bonafide response capability. They're highly trained and these men and women are dedicated 24-7 to saving lives and protecting property.


Hello, my name is Kerri Erdman and I am a member of the Edmonton Regional Learning Consortium Mathematics Team. I'd like to thank you today for joining me to explore multiplication personal strategies in the Division II Mathematics Classroom. I would like to take a brief moment of your time before we begin to thank Alberta Education for the grant that made this professional learning opportunity possible. One of the main changes in the new revised Alberta Mathematics curriculum is the development of students' personal strategies in the area of multiplication. This is the area we're going to delve further into in this podcast. Let's begin by looking at what personal strategies are. Personal strategies can be defined as meaningful steps students take to solve a problem when using addition, subtraction, multiplication or division. The revised program of studies emphasizes students' understanding concepts they learn, not simply memorizing procedures or facts. Our task is to help students develop methods that are mathematically sound and make sense to them. Memorized procedure is how many of us were taught. When we learned about addition, subtraction, multiplication and division, most of us learned these through formal algorithms or step-by-step procedures. We did not always understand why we did each step or why we did the steps in a specific order. The revised program of studies emphasizes students' understanding concepts they learn, not simply memorizing procedures or facts. The revised kindergarten to grade 9 Alberta Mathematics program states, students think about numbers and operations with numbers in a variety of ways. Students also problem-solve using different strategies. We must honor these different ways of thinking in our teaching of mathematics. This means we must provide opportunities for students to represent their thinking in a variety of ways, rather than prescribing how students will record mathematics symbolically. It's important for teachers to realize that no matter what strategy they may teach, students will process it in many different ways. Think about this statement. If we accept the theory of constructivism, that knowledge is constructed by the learner, having students develop their own personal methods and strategies when approaching math problems is a natural conclusion. This isn't really a new idea. The learner should never be told directly how to perform any operation in arithmetic. Nothing gives scholars so much confidence in their own powers and stimulates them so much to use their own efforts as to allow them to pursue their own methods and to encourage them in them. This quote was taken from Colburn back in 1970. When children receive instruction before they have the foundational ideas necessary to understand the mathematics presented in the problems, they tend to just memorize steps, steps for getting the right answer. This breaks down at the point when true understanding becomes necessary for further growth. In time, the students actually stop looking for meaning and they tend to focus only on procedures, thinking that procedures will get them the right answers. Once students understand the underlying mathematics, it becomes easier for them to remember procedures because they make sense. Conceptual understanding leads to procedural fluency. They can also reconstruct a procedure if they forget a step. Conceptual understanding and procedural fluency are intertwined. We do not teach conceptual understanding at the expense of procedural fluency. Practice is still important, however. The kind of practice students engage in may look different in your classroom. Marilyn Burns in 1994 states that imposing the standard arithmetic algorithms on children is pedagogically risky. It interferes with their learning and it can give students the idea that mathematics is a collection of mysterious and magical rules and procedures that need to be memorized in practice. Teaching children sequences of prescribed steps for computing focuses their attention on following the steps rather than on making sense of numerical situations. So today in our podcast we are going to look at ways we can help our students develop personal strategies and multiplication and what some of these personal strategies may look like in the classroom setting. So let's begin by taking a closer look at some of the variety of ways students are approaching multiplication problems in the classroom. Often before we begin in the classroom we need to make sure that everyone is working with a common vocabulary. In terms of multiplication there are three parts. The numbers being multiplied together are called factors or multiplicands. The results or answers called the product. Two factors yield a product or more specific vocabulary would be the multiplicand by the multiplier yields the product. Now that we have a common vocabulary let's begin by looking at one multiplication question that I have asked in my Grade 5 classroom when my class was working on multiplication. I presented my students with the equation 34 times 23 and had them apply personal strategies to solve this equation. Let's look at how my students approached this problem. There were four main strategies presented by my students on this question. The following strategies have all been taken from student papers. Student 1 approached this question by recognizing place value and then multiplying 4 by 3, 30 by 3, 20 by 4 and 20 by 30 recording their multiplication as partial products. They then added these partial products together to arrive at their answer. This method is quite common in my classroom setting. Student 2 chose to apply lattice multiplication to this question. To use this strategy on the question students begin by drawing a 2 by 2 grid. Students draw diagonal lines from the right top corner of each square on their grid. They then place the digits of one multiple across the top of the grid and the digits of the second multiple down the side of the grid. The students then multiply the two values that correspond on each of the grid squares recording the product in each of the squares. The students then add up these diagonal values and the values down the left and across the bottom are the final product in place value format. Many of my students were very drawn to this method for double-digit multiplication. Students 3's strategy was to model using base 10 blocks and then to sketch an array. The student then calculated the partial products of the four parts and added these products together to arrive at their answer. Some of my students do not use the actual manipulatives but skip to the sketching part of this method giving them a visualizing technique to help them figure out their answers. Student 4 chose the standard algorithm for multiplication. This is the memorized procedure that many of us are familiar with. All students, regardless of the strategy they chose, were successful at arriving at the correct answer. Now let's have a more in-depth look at some other strategies that you may come across in today's Mathematics Classroom. I have included eight strategies that have been introduced to me through ATA sessions, Macata sessions, ERLC sessions, and through resources by Mathematic Gurus such as Catherine Twomey-Thosnell, Mary Ann Small, Marilyn Burns, and John Vandewal. The first strategy we will look at is distribution, front-to-end multiplication. In example A, we would begin front-to-end multiplication by using place value. In this example, we would think of multiplying 3 by 700, then 3 by 40, and lastly 3 by 2. We then would take these partial products and add them all together to get our product. In example B, we break the second factor up. We would multiply the factor 4 by $5, then 4 by 30 cents, and finally 4 by 2 cents. Again, we would get partial products, and again, you would add these partial products together to get your final answer. A second strategy to consider is extending using the distributive property. In example A here, we think of 49 is 50 minus 1. So 49 times 7 would be the same as 50 times 7, subtract 1 times 7. Our thinking would be 50 times 7 is 350, taking away 1 times 7, which is 7, or 350 take away 7 equals 343. In example B, we could think of 11 as 10 plus 1.  Another strategy is to apply the commutative property and to recognize that when you are multiplying, you can multiply numbers in any order. In this example of 4 times 70, we can recognize that 4 times 70 can be broken further down to 4 times 7 times 10. We now can rearrange our order and look for a more simpler multiplication. In this example, I have rearranged it to group 4 by 7 first and then multiply by 10, or 4 times 7, which is equal to 28, and then multiply by 10 to reach my final answer of 280. The strategy of rounding up and adjusting can come in very handy in some problems. If we look at our first example here, example A, $599 times 3, we can choose to round $599 up to an even $600. We then can decide to multiply that $600 by 3 to get the product of $1,800. Because we rounded up by 1, we then subtract one group of 3 to get our final product of $1,797. In example B, we recognize that $9.97 is very close to $10. $10 times 3 equals $30. We then recognize that we have now three extra sets of $0.03 or $0.09. We then must subtract this amount from our $30 to reach our final product of $29.91. In our next strategy, students recognize that when multiplying two numbers, they can divide one factor and multiply the other by the same amount and that this does not change the product. This is called using the associative property. If we decide the amount we want to change by is 2, we refer to this strategy as the doubling and having strategy. Using the doubling and having strategy to calculate a product, you can divide one number by two to get half of that number and then double the other number. This can help result in an easier calculation while keeping the equation balanced. In the example A above, 16 times 5, you can divide the 16 by 2 and choose to multiply the 5 by 2 without changing the balance of your equation, ultimately creating a simpler multiplication equation. In example B, you can divide 250 by 2 and multiply 5 by 2 to create a simpler multiplication equation. Another strategy is to try to make one of the factors a multiple of 10, if possible. Let's look at how you could multiply when one number is close to 10. I've chosen the example 8 times 67 for us to look at. One method a student might choose to use could be to look at the numbers and decide to round the 67 to 70. The students then think 8 times 70 equals 560. The student then recognized that they have three extra groups of 8, so multiply 3 by 8 to equal 24. They then subtract 24 from 560 to get the product of 8 times 67, or in this case, 560 minus 24 equals 536. A different student might look at the same example and solve it in a similar manner. They may wish to round the 8 up to 10 and think 10 times 67 equals 670. Here they recognize that they now have two extra groups of 67. So they would multiply 2 times 67 to equal 134. They then would subtract the 134 from 670, giving them the final product of 536. Both of these strategies are acceptable and yield the correct response. Another strategy that students may use is the partitioning strategy. Students are given a question. Here the question is, in a building, there are 53 floors with 41 offices on each floor. How many offices are in the building? A student might begin by finding the sum of 10 sets of 41 to be 410. They then might add on four more sets of 410 or 1,640, and then finally add on three sets of 41 or 123. Adding all of their calculations together, they would see that there are 2,173 offices in this building. In this example, can you see how this student is thinking? Why is the student dividing by 2? Alberto recognized that in order to find out the number of books, he would have to multiply 177 by 17. He began by breaking 177 into place value parts, starting with the one values and multiplying these separate parts by the 10 value of 17. Once he completed these partial products, he added them together. So essentially he has multiplied 10 times 177 at this point in his thinking. He then recognizes that 17 is equal to 10 plus 7 or 10 plus 5 plus 2. And to figure out the value of 5 sets of 177, he takes the product of 10 and divides it by 2. He then adds this onto his original answer, giving him 2,655 or the value of 15 times 177. He recognizes that he still needs 2 more sets of 177, so adds these together, yielding 354. His final step then is to take this amount of 354 and add to his previous value of 2,655. His new answer is 3,009 or 17 sets of 177. For some students partitioning or breaking the equation into smaller parts like this makes larger equations more manageable for them. Using the compensation strategy, a student might approach this problem by multiplying 10 by 250 and then having the answer. Here the student might multiply 20 by 70 to get 1,400 and then subtract 210, the three extra jars of 7 ladybugs to get 1,190 ladybugs all together. These are just some of the personal strategies that you may come across in your division two mathematics classroom. So how can you help students develop personal strategies within your classroom? Some suggestions include, use story problems frequently or provide a context for problems. Students learn better when they can connect personally to concepts that are interested. Allow for a full range of methods, remembering that no matter what strategy we may teach, students will process it in many different ways. Challenge students to solve a problem in more than one way. This forces students to think of problems in more than one way and to explore new strategies to show you what they know. Encourage discussion about the thinking the students were using when working through their problems. This forces the student to actually reflect upon their learning. Use a strategy that a student has presented in a new problem. Label the strategy using the student's name. For example, Debbie's strategy. This helps students practice with different strategies so that they can find methods that are meaningful to them in a non-threatening atmosphere. Support student thinking with written recordings of their thinking. As students develop their own skill, insist that they record the steps in their thinking too. And know your stuff so that you can start to label the strategies for students. They'll develop the language of mathematics and a repertoire of strategies to draw from. Remember these? Some teachers ask, what do I do with the problem-solving strategies I use to teach in my classroom? Strategies like act it out, draw a diagram, look for a pattern, use a table, guess and check, work backward, solve a simpler problem. These strategies can now be used as background information for teachers to understand strategies that their students are using in the classroom. Thank you for joining me in this podcast. For more information on personal strategies in the multiplication area, please check out the above noted web link from Albert Education, as well as the rich book resources listed here.