1. Please take a seat with no more than 8 people at each table.
Welcome to: An Inquiry Approach using the 5 practices of Mathematical Discourse
Please take a seat with no more than 8 people at each table.
Presenters:
Derek Stoll – Expeditionary Learning Middle School Syracuse City School District, NY – 6th grade math teacher

2. Agenda Opening, Learning Targets, Agenda (2 min)
Student Hat – Complex Task with the 5 practices (45 min)
Jigsaw of the 5 practices (30 min)
Planning Document, Resources (10 min
Closing, Reading, LTs, Questions (3 min)

3. Learning Targets Open to page 2 of your participant packet.
I can analyze the skills of anticipation, questioning, and selection to promote student empowerment through a high level task in mathematics.
I can apply these principles to enhance my practice.
Take 3 minutes, to journal on what you have noticed or tried in helping students navigate through high level tasks or questions that you have based on the learning targets.
Save space because we will be returning to this document throughout the class.

4. Student Hat Norms
We are going to take part in a mathematical workshop 2.0 experience. What norms do we need to commit to be successful students rather than teachers? Turn to page 3 and we will begin.

5. Rows of Tiles – page 3 I can identify equivalent expressions. Agenda:
Launch, Grapple (8 min)
Small Group time (10 min)
Whole group Share out (20 min)
Application (5 min)
Closing, Exit Ticket (5 min)

6. Task Debrief
Return to page 2. Take 2-3 minutes to digest your experience in student hat back now in teacher hat
Read the learning targets, and jot down any notices/wonders from the student hat experience.
Be ready to turn and talk and share you thinking with a partner or your table
If you have any really exciting ‘ah-ha’s please be ready to share.

7. Jigsaw Expert Group Directions – handout
You will be given a specific feature that was used to plan this inquiry lesson. You will be in an expert group that all are looking at the same feature.
Directions can be found on the handout:
Read and discuss an excerpt (from the book cited) on a mathematical practice for orchestrating productive discourse.
Complete in expert groups the first column, describing what that practice is from the reading
Discuss what teachers need to plan in order to execute this practice
Record your discussion on the middle section
Reflect on any personal impacts this practice has on your experience or in your practice.
Be ready to share your practice, thinking, and reflections to others.

8. Anticipation, Monitoring, Selecting, Sequencing, Connecting
Jigsaw (30-35 minutes)
10 min – Expert groups filling in the 3 column organizer
Group up by color dots in a place in the room.
Introduce yourself, your role at school, and the school you are from
Then share your new learning about the math practice using specific evidence from the reading, and lesson plan in this order:
Anticipation, Monitoring, Selecting, Sequencing, Connecting
Feel free to capture anything notice, thinking, or wondering on the note catcher on page 4.
Assign a timekeeper for each presentation to take no more than 2 minutes.
This will take a total of 10 minutes.

9. Jigsaw Debrief
Return to page 2. Take 2-3 minutes to digest your experience in your jigsaw
Read the learning targets, and jot down any notices/wonders from the jigsaw experience.
Be ready to turn and talk and share you thinking with a partner or your table
If you have any really exciting ‘ah-ha’s please be ready to share.

10. Looking at the Resources
Planning Document – in participant packet
Planning Checklist – in participant packet
Routines of a Lesson
Appendix B – Lesson Planning Template
Task Analysis Guide (TAG)
Thinking Through a lesson Protocol
Monitoring Tool Template

11. Debrief
Return to page 2. Take 2-3 minutes to digest your experience in student hat.
Read the learning targets, and jot down any notices/wonders from the student hat experience.
Be ready to turn and talk and share you thinking with a partner or your table.
Be ready to share your ah-has in the form of a spirit read.
Also, please fill out the evaluation for this class. Your feedback is truly appreciated.

12. Spirit Read
Take your page 2 reflections and form a circle, When the spirit moves you share out a response to the following prompt: I have noticed ____________, which will empower my students to be ______________. I would like to try __________, which will empower my students to be ______________. Thanks for coming, Please hand in your evaluations before you leave!