Discourse Measurement Scale 0 - No opportunity given 1 - Opportunity provided, but students were off task 2 - One proficient characteristic observed 3 – Two proficient characteristics observed 4 – Three proficient characteristics observed 3 Characteristics: Focused 3+Turns Turns build Review characteristics Provide discourse form

Discourse Quality 2.5 1.5 2 min

Peer Dependent Talk Time 32% 22% 1 min Fall average: 22% Spring average: 32%

Goals for 2016 - 17 2.75 40% Discourse Quality: Peer Dependent Talk Time: 2.75 40%

The Five Practices Anticipating Monitoring Selecting Sequencing Connecting The five practices are: Anticipating likely student responses to mathematical tasks While students working on the tasks (in pairs or small groups), Monitoring students’ actual responses to the tasks Selecting particular students to present their mathematical responses during the whole class discussion Purposefully sequencing when these student responses are shared during the discussion Helping the class make mathematical connections between different students’ responses As you can see, each of these has been discussed separately by various authors; our contribution here is to integrate them into a single package. 4 min

Anticipating What strategies are students likely to use to solve the math task? Where will students get stuck? What strategies are likely to be most useful in addressing the math goal? 2 min

Monitoring Keep your mathematical goal in mind. Roaming while observing and listening. Keep track of what you are seeing and hearing. Ask questions to help make students thinking visible, to help students clarify their thinking, and to make sure students are engaged. Obviously we can’t monitor student work here, but there are strategies we can use while monitoring. There is a misconception that students must work on this on their own and we remove ourselves from interacting with them. This is a time to listen in on conversations, to see what strategies students are using, to pull out the shepherding questions to assist students who are stuck. 3 min

Selecting Determine which ideas (what) and students (who) the teacher will focus on during the discussion. Selecting gives the teacher the control over what the whole class will discuss to guide the discussion toward the math goal. 1 min

Sequencing Sequencing is the process of determining the order in which to present student work. Order the work in such a way as to make the math accessible to all students and to build a mathematically coherent story line (more concrete and move to more abstract). Keep the mathematical goal in mind. 1 min

Connecting This practice is the most challenging. Teachers craft questions that will make the mathematics visible and understandable. This practice is embedded within the other practices. End your lesson with direct instruction using student quotations to solidify the learning goal. This is not linear.

Fourth Grade Tim, Sarah, and Jane each bought the same candy bar after school. Tim ate 𝟏 𝟐 of his candy bar. Sarah ate 𝟐 𝟒 of her candy bar. Jane ate 𝟒 𝟖 of her candy bar. Who ate the most of their candy bar? How do you know? Justify your reasoning. Math goal: Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) using a model (4.NF.1) Independent / Partner / Table

Anticipate Tim, Sarah, and Jane each bought the same candy bar after school. Tim ate 𝟏 𝟐 of his candy bar. Sarah ate 𝟐 𝟒 of her candy bar. Jane ate 𝟒 𝟖 of her candy bar. Who ate the most of their candy bar? How do you know? Justify your reasoning. Individually, anticipate the solution pathways students might take to solve this problem. Independent / Partner / Table

Anticipate Tim, Sarah, and Jane each bought the same candy bar after school. Tim ate 𝟏 𝟐 of his candy bar. Sarah ate 𝟐 𝟒 of her candy bar. Jane ate 𝟒 𝟖 of her candy bar. Who ate the most of their candy bar? How do you know? Justify your reasoning. Turn to an elbow partner and discuss your anticipated solution pathways. Then discuss as an entire table. Independent / Partner / Table

Anticipate/Select/Sequence As a table group, select four possible solution pathways. Work together to sequence the order in which you might share the pathways with your class. Partner –work together to sequence their anticipated approaches

Fourth Grade

Fourth Grade Tim, Sarah, and Jane each bought the same candy bar after school. Who ate the most of their candy bar? How do you know? Use a model to justify your reasoning. Tim ate 𝟏 𝟐 of his candy bar. Sarah ate 𝟐 𝟒 of her candy bar. Jane ate 𝟒 𝟖 of her candy bar. Introduce with Prediction Lines

Selecting/Sequencing Student Work With your elbow partner, examine the student work provided. Determine how you might sequence the solution paths. Collaborate with your table to come to a consensus regarding the most powerful way to sequence these student examples. Partner then table Facilitate discussion – have participants show on their whiteboards the symbol corresponding to the piece of student work they sequenced first, next ….

Questioning/Connecting Work with your table group. Create a question you might pose based on the student work on the doc cam. Write the question on your white board. Student work under camera – partners One person from each table stands and reads question.

Connecting How might we best connect the thinking shown in the selected pieces of student work? What might be our next step in the lesson to best emphasize our math goal? Math goal: Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) using a model (4.NF.1) Connecting Setup for present to connect the student ideas

Application Continue utilizing the 5 Practices to support mathematical discourse in your classroom. Pay special attention to questioning and connecting. Be prepared to share your experiences at our next meeting.

Remember… Standards don’t teach, teachers teach Processes are as important as content This work is difficult and unlikely to be done alone!