PVNC MATH 3 PROJECT DIGGING DEEPER WITH DIFFERENTIATION Session 2

Agenda 8:45Coffee and Gathering 9:00Opening Prayer Project Update Sharing Questions and Observations Common and Scaffolding Questions Health Break Three Part Lesson Teacher Survey 11:50Lunch Prep and Planning Time Data Collection Creating Open Questions and Parallel Tasks Health Break Creating a Plan for second cycle 3:10Closing Remarks

Learning Goals know how to plan for challenges when using open questions and parallel tasks have a deeper understanding of the three part lesson and how to use open questions and parallel tasks throughout the lesson begin to develop a framework for collaborative planning, instruction and assessment during the second cycle After participating in session 2 of this cross panel professional learning cycle, you will...

Success Criteria be able to communicate the difference between and need for common questions and scaffolding questions when using open and parallel tasks begin to use the three part lesson when planning for instruction use the resources and time available to plan effective math instruction and assessment with other participants After participating in the first stage of this cross panel professional learning cycle, you will...

A PROFESSIONAL LEARNING CYCLE Plan Nov. Today Reflect Act Today (May) Dec/Jan (Mar/Apr.) Observe Dec/Jan (Mar/Apr.) Between Session

Looking Ahead February 24, 2010: Dr. Marian Small Peterborough Curling Club April 21, 2010: Math 3 - Session 3 St. Thomas Aquinas

Sharing our Experiences 1.What types of questions did you try out? Open? Parallel? 2. How did you feel as a teacher while planning/implementing? 3. How did your students react? 4. Any positive stories to share? 5. Any challenges you faced? 6. Any supports that you feel could help during the second session?

Mathitude

Creating a Math Community Fearless listening and speaking GAINS WEBSITE, 2009

What types of Questions? Open Questions – Open: many ways to solve, many possible answers – Open Routed: many routes to solve, one correct answer Parallel Tasks – Choice (based on readiness)

Open Questions Definition: A question that is framed in such a way that a variety of responses or approaches are possible. (Marian Small, 2009) Some questions may have one definitive answer (Open Routed) while others may have many possible answers (Open)

Parallel Tasks Definition: A set of tasks (2 or 3) that are designed to meet the needs of students at different developmental levels, but that get at the same big idea and are close enough in context that they can be discussed simultaneously. (Marian Small, 2009) Some Considerations: operations used, size or type of numbers used, types of measurement Common Questions are used during the discussion to reflect on student work and strategies GAINS WEBSITE, 2009

Common Questions Common Questions are developed so that any student can respond despite the task chosen. 1.They encourage discussion among students. 2.Give insight into student thinking and process during problem solving 3.Can be used as a tool for assessment

Parallel Tasks and Common Questions Common Questions: Choice B A line of 2/3 goes through (-4,-1). Name two points of the line. Choice A A line of slope -2/3 goes through (-4,-1). Name two points on the line. Do you know which way your line slants? How do you know? Could (-4, 3) be on your line? How do you know? What are your points and how did you get them?

Common Questions With a partner, choose two tasks from the handout “Parallel Task” Choices. Come up with 3-4 common questions for each of your choices.

Scaffolding Thinking Prompts You ask an open question… and nobody responds! We need strategies we can use in this situation without closing the question or halting student thinking?

Scaffolding Thinking Prompts Open Question: Create two linear growing patterns that are really similar. How are they similar? BLANK STARES...

Scaffolding Thinking Prompts Open Question: Create two linear growing patterns that are really similar. How are they similar? Could one of your patterns be 1,4,9,16...? If you were describing your pattern to another student, what information would you give them? Are 2,5,8,11,14,... And 5,10,15,20,... really the same? How do these questions scaffold student thinking to answer the open question?

It takes 5 English words to describe an algebraic expression with one term. What could be the algebraic expression and the description?

Three Part Lesson

Activates student thinking Links previous knowledge / learning to learning goals of the lesson Makes connections to topics of interest, cross-curricular experiences, etc. Open questions

Investigating, exploring, reasoning, communicating, problem solving, concept and skill building Fearless speaking and listening Assessment for and of learning Parallel Tasks

Pull out the math Discussion and sharing strategies Assessment for and of learning Open questions

Resources Math Coach Release Time DI Materials Wiki Co-plan Co-teach Debrief/next steps Beyond Monet Good Questions TIPS4RM DI Teaching and Learning Examples Between session release time is available for sharing observations and reflecting and planning mathcubed.wikispaces.com discussion sharing resources links

Your Turn This afternoon will be dedicated to planning instruction using the three part lesson. Together you will be working on developing some open questions and parallel tasks that you will use in your classroom. In pairs or small groups, take a look the resource you use most often and create a plan for using open questions and parallel tasks. Develop a few to use and share with each other.

Making a Commitment Setting Goals 1.What type of question(s) will you incorporate into your math instruction? 2.How often will you incorporate this type of questioning into your math instruction? 3.Where in the three part lesson will you use this type of questioning? 4. When and how will you collaborate with other participants in the project?

Reserved Dates for Math Coach Dates available for this project February 22 March 1 March 22 March 31