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TODAY’S AGENDA 5 Practices for Mathematical Discourse LMT Assessments BIG Lunch Putting the “Active” into Activities Final Appreciations Finalizing Lessons PASS OUT NOTE PADS and explain that these pads are to jot down pedagogical and mathematical connections they make…then later they will be given time to reflect on their own connections.
5 Practices for Orchestrating Productive Mathematics Discussions Ensuring Active Thinking and Participation: Asking Good Questions and Holding Students Accountable
Review of 5+ Practices Goal Setting Task Selection Anticipating Monitoring Selecting Sequencing
Discourse in Mathematics Classroom Gives students opportunities to share ideas and clarify understandings Allows them to construct convincing arguments regarding why and how things work Develop a language for expressing mathematical ideas Learn to see things from other perspectives NCTM 1991, 2000
Triangle Area Task Use the model triangle and the piece of grid paper to construct the formula for finding the area of the triangle.
Solving the Task Solve the task in multiple ways then share your thinking with a partner. Whole group discussion.
Reading & Reflection Read pages 61 – 74. Reflect on the reading and respond to questions 1, 2, & 4. Discuss questions with your small group. Whole group discussion.
Importance of Questions “The initial tasks that teachers use are critical in setting up the particular terrain that students will explore, but the questions that teachers use to guide students become the pathways that students walk along in the mathematical environment and that shape their experience of the terrain.” (Jo Boaler)
Question Patterns Two patterns of questioning during teacher-student interaction: Funneling Questions – Using a set of questions to lead students to a desired procedure or conclusion. Focusing Questions – Attending to what the students are thinking, pressing them to communicate their thoughts clearly and expecting them to reflect on their thoughts and those of their classmates.
Questioning Effective Questioning Handouts
Break Time 1
LMT Assessments Jacob Burgoon 1
Lunch
Break Time 1
Math Content for our Classrooms Each day we will spend time with grade level teams making lesson plans. Each of us will make one plan that is part of a unit of plans the grade level team is working on. Each plan must have the following: Connected mathematics content focus from Ohio’s Mathematics Learning Standards A focus SMP Designed to Orchestrate Productive Mathematics Discussions (The 5 Practices) Handout Page 15
Math Content for our Classrooms Three checks must be made for the completion of lesson plans: Check 1) Consult with Sandy and/or Mary about the mathematics content of the lesson and explain to her its mathematical appropriateness. When the lesson is complete Sandy, our resident mathematician, will sign off on its content (SMC’s). Check 2) Consult with Sherry about the design of the lesson to promote mathematical discourse (5 Practices). Sherry must sign off on the lessons discourse elements. Check 3) Consult with Dr. Matney about the design of the lesson having a focus Standard for Mathematical Practice. Dr. Matney must sign off on the lessons mathematics proficiency elements (SMP’s) ?Questions about COMP Lesson Plans? Handout Page 15
Air of Appreciation We want to pass on to each generation a sense of learning how to appreciate life, others, and learning. Let’s spend some time sharing one thing or experience that we appreciate: Examples: I appreciated when Ray didn’t give up on solving that hard problem. It encouraged me to keep thinking for myself to make sense of it.
On a sticky note tell us one thing you learned today. Time of Reflection On a sticky note tell us one thing you learned today. Tell us one think you liked or one thing you are still struggling with. Handout Page 15
Stay Safe Please help us put the room in proper order. Please leave your name tents for next time.