Teaching for Understanding

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Presentation transcript:

Teaching for Understanding Sheila 9:00 MS – February 3rd HS – February 10th

Productive Group Work Video Illustration How would this look for you in your classroom? For your work today, decide how you will use this model of group work. What would you keep? What would you want to change? Val: Next slide gets into what it takes to make group work productive Productive Group Work

Supporting Productive Group Work Culture that supports collaboration and teamwork Structure for groups and task Nurture strategies that promote the work throughout the year Val When students have well implemented group work they: More opportunities to articulate their thinking – (bring in how this aligns to mathematical practices) Exhibit deeper understanding and retention of CONCEPTS Able to incorporate other peoples ideas into their own strategies Feel less isolated and anxious Along w/ social outcomes: better communication, justification ability, ability to team, respect differences Critical details to success: Culture that supports collaboration and teamwork Need trusting relationship with other students so teachers need to create opportunities for students to get to know each other and activities to build trust – to get them to group mentality- want group to be successful Creates ownership of learning – students are making own decisions Structure- for groups and tasks Students benefit from having a leveled “playing ground” Helps to make mathematics learning more equitable Nurture –Strategies that nurture the work throughout the year. All year the norms created must be kept in check. (can’t turn to teacher first before team mates) Continue team building activities Journals, exit tickets, group quizzes build individual responsibility and reflection – journals to write about the group experience All this can build to productive group work and it is the cornerstone of a community of learners. Supporting Productive Group Work

Overall Structure Gear 1 Gear 2 Gear 3 Gear 4 Active Listening Independent Work Gear 3 Study Groups – Own work to do, but can collaborate Gear 4 Team Work – Interdependent roles Val Gears are what the classroom is doing at large When we get into gear 4, we need to define what individuals are doing/responsible for Depending on the task, this might be their behavior or might be their product

Classic Roles Facilitator Resource Manager Task Manager Initiates activity and checks for understanding throughout Resource Manager Manages supplies and seeks teacher assistance as needed Task Manager Listens actively and keeps entire team on track Recorder/Reporter Shares data with all and seeks consensus before reporting Val Behavior roles Roles for projects, bigger tasks Implies that everyone has equal responsibility in the work or solution

Revised Traditional Roles Captain Ensures everyone understands his/her role and participates Timekeeper Tracks group work time and individual talk time Skeptic Raises questions or doubts Sound Check Monitors the volume level Enforcer Keeps paper at the center of the table and keeps members in roles Cheerleader Encourages positive attitude and persistence Val Roles for projects, bigger tasks Roles for behaviors These roles lend themselves to better engagement by the students than the traditional roles All these must be taught and modeled, and feedback given to students on their performance relative to their role expectations Overall classroom culture must support engagement in these roles

Roles Using Models Physical Visual Narrative/Written Graph Table Build it, cut it out, demonstrate it, … and defend why you made it this way Visual Scale drawing, sketch, clear visual representation of the action, … and defend why you made it this way Narrative/Written Record of the thought process and strategies employed (with a push toward using mathematical language) Graph Create the graph and defend the choice Table Create a two-way table, create a flow chart, … and defend why you made it as you did Mathematical/Symbolic If an equation is appropriate one is developed and justified Val A must follow up is asking how the representations connect and support one another, which is the best for the problem at hand Students are not solely responsible for making a given representation but the CHAMPION of that representation, making sure it gets made These are product roles

Roles Unique to the Problem Multiplier CLTer – Combine Like Terms Lead Writer https://docs.google.com/a/aea8.k12.ia.us/document/d/1Njw4ZuX1nORphdwPMcmsqkEb02b3krYwp-G0HPUzXwU/edit?usp=sharing Grapher Graph scale checker Conjecturer Defender Sheila This link is to the math task on graphing sine curves..then this is our list that we came up with for the roles…hit enter to show them Ask them for potential roles for the sine curve task… How do you get every student as an active participant in every problem? Which roles appeal to you? Why? LAYERING ROLES – Is it possible to layer traditional or revised traditional with representation or other product roles? Roles suggested by group: Pattern Analysis Techie Sketch Artist

Launch about Gears Group roles for the gears task will be based on representations: physical, visual, mathematical, graphical, or written (narrative) The Problem Additional Resources Sheila Also want to be explicit which gear we are using and when… Gear 1: Active Listening: Watch the launch Gear 2: Independent work: Given the problem to mull over for 5 minutes Gear 4: Team Work w/ roles specified We haven’t done anything to present the work – if we have time, we should do a sharing out. This is where we choose most concrete to most abstract work. Let’s Work It Out

2 Part Reflection Part 1: Reflect on group work How did the roles work in your group? What would you keep and what would you change if you used this in your classroom? Has this opened the door to try group work in your classroom? What are some potential barriers? Part 2: Reflect on task Discuss at your table how many different strategies were used to start this problem at your table. Then discuss if this task would be considered a rich mathematical task – why or why not? Sheila Part 1: Reflect on group work – this should be done as a journal entry (by themselves) It would be great to do as exit ticket to break… How did the roles work in your group? What would you keep and what would you change if you used this in your classroom? Has this opened the door to try group work in your classroom? Part 2: Reflect on task Discuss at your table how many different strategies were used to start this problem. Then discuss if this task would be considered a rich mathematical task – why or why not? Then move to the rich task slides to review. 2 Part Reflection