RACHEL HARRINGTON WESTERN OREGON UNIVERSITY APRIL 4, 2015 Planning for Language in the Mathematics Performance Tasks
Agenda Introductions Working the Tasks Launching Tasks Lesson Planning Reports
Performance Tasks test/resources/ test/resources/ Why practice them?
Time to Work Stop at:
Launching Important Tasks 1. Key Contextual Features Elicit Prior Knowledge Images Connect for Familiar Situations
Launching Important Tasks 2. Key Mathematical Ideas Critical Pre-Requisite Knowledge Revoicing
Launching Important Tasks 3. Common Language for Key Features Encouraging Student Input Adopting Students’ Language Students Restating the Ideas of Others
Launching Important Tasks 4. Maintain Cognitive Demand Do Not Suggest a Solution Path
More Time to Work In teams, plan the launch for your sample task. Attend to the 4 components of a strong launch. 1. Key Contextual Features 2. Key Mathematical Ideas 3. Common Language Development 4. Maintaining Cognitive Demand Stop at:
Interpret and Compare Report and Revoice 1. Two partners exchange written work. No words are spoken. 2. Partner 1 reports his interpretation of partner 2’s reasoning. 3. Partner 2 clarifies. 4. Switch roles and repeat. 1. Partner 1 explains their thinking to Partner Partner 2 repeats Partner 1’s solution. 3. Partner 1 clarifies. 4. Switch roles and repeat. Then What?
Thank you! Rachel Harrington