Thank you! How to Facilitate Discourse in the Mathematics Classroom

 Outcome #1: Define discourse  Outcome #2: Recognize benefits of discourse to learning  Outcome #3: Recognize discourse as a dynamic that develops with effort and over time.  Outcome #4: Learn to generate and reinforce classroom norms for student and teacher behavior during discourse.  Outcome #5: Learn to facilitate discourse, encouraging students to extend thinking and make connections to others’ ideas and to important mathematical concepts. Today’s outcomes or takeaways

Parking Lot On the wall is a “parking lot” where you may post sticky notes.  Ask questions  Celebrate moments  Share “Aha’s” Questions go here. Ah-ha’s go here too!

Question: There are several books on a bookshelf. If one book is the 4th from the left and 6th from the right, how many books are on the shelf? Agree on answer?

What’s on your shelf?  Be ready to name 3 of your own books, making one a favorite professional resource.  Discuss what is on your shelf.

Agree on Norms Respect your own needs Respect the needs of the group

Activity 1

Close Reading Annotation Key “Visible Thinking” Underline key ideas – essential details Circle any essential vocabulary terms Triangle around words you are unsure of… As a questions – make a comment, connection, application, agree/disagree ?

Five Reasons Talk is Critical to Teaching & Learning 1. Talk can reveal understanding & misunderstanding. 2. Talk supports robust learning by boosting memory. 3. Talk supports deeper reasoning. 4. Talk supports language development. 5. Talk supports development of social skills. From Classroom Discussions: Seeing Math Discourse in Action, Grades Nancy C. Anderson, Suzanne H. Chapin & Catherine O’Connor, 2011.

Activity 2: Self-Evaluation  Use the rubric to rate the current state of discourse in your classroom

Activity 3: Establishing Norms  What are characteristics of a classroom environment that encourages productive discourse?

Activity 3: Evidence of Norms in a Classroom Video

Activity 3 continued What ideas do we need to consider when establishing norms?  What do we think about as we provide equity and a safe environment to all?

Activity 3 continued  There should be different lists of norms at your table to compare/contrast.  As you work, identify which norms would be workable in your classroom.  View video (Grade 7 Classroom Norms) Watch video again. View video (Grade 7 Classroom Norms)

Non Examples of Norms

Parking Lot Check  Let’s check the “parking lot” to see whether there are questions we can answer at this point. Questions go here. Ah-ha’s go here too!

Talk Moves

Activity 4 cont’d: Talk Moves on Display in our Gallery – Matching

Activity 4: Investigating Teacher Discourse Moves Linear functions video: What moves does the teacher use? When does he use them? How do the teacher moves affect student responses?

Activity 4: Investigating Teacher Discourse Moves Quadratic functions video: What moves does the teacher use? When does she use them? How do the teacher moves affect student responses?

Activity 4: Adding More Stems to our Gallery Posters

Parking Lot Check  Check the “parking lot” where you put sticky notes with questions. Can we address any questions? Questions go here. Ah-ha’s go here too!

Did you…? Can you…?  Outcome #1: Define discourse  Outcome #2: Recognize benefits of discourse to learning  Outcome #3: Recognize discourse as a dynamic that develops with effort and over time.  Outcome #4: Learn to generate and reinforce classroom norms for student and teacher behavior during discourse.  Outcome #5: Learn to facilitate discourse, encouraging students to extend thinking and make connections to others’ ideas and to important mathematical concepts.

Reflection  Take out rubric from earlier  Now, let’s do a quick-write!  How do you feel about the current level of discourse in your classroom?  What do you particularly like about it?  What do you particularly dislike about it?

3-2-1 Implementation Outline Think about implementing in your own classroom. Sketch out the following: 3 norms/expectations you believe will promote discourse in your classroom; 2 discourse moves to add to your current repertoire; 1 date on which you will pull out the Hufford-Ackles rubric and assess your progress.

Your Final Collaboration: One word summary

Thank you … Thank you! [Facilitator’s and information]