RACHEL HARRINGTON WESTERN OREGON UNIVERSITY APRIL 4, 2015 Planning for Language in the Mathematics Performance Tasks.

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Presentation transcript:

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