1. Tweet us one basic math warm-up question you might use, using #TalkLessAM
Welcome to Day 2!
Chris Luzniak & Mattie Baker
@PiSpeak
@Stoodle

2. CSI: Color – Symbol - Image
Close your eyes...

3. CSI: Color – Symbol - Image
Choose a COLOR that expresses how you are feeling
Choose a SYMBOL that you think best represents your thoughts on #talklessAM
Choose an IMAGE that you think best captures the essence of your ideal classroom.

5. I used to think... but now I think...
I used to think creating discussion is challenging
but now I think I was approaching it with the wrong mindset.
I used to think debates happened because of good questions
but now I think debates happen because of structure.
I used to think facilitating a classroom discussion would be impossible,
but now I think it...just may change how my students perceive math.
I used to think the structure of debate felt constraining,
but now I think if done right it could feel supportive. Like a good bra.

6. Lingering Questions...
Time
Participation
- Wrap-Up

7. MORE on Debate!

8. Why Debate? Socratic Method Civics Student Centered Current Events
Critical Thinking skills
Questioning skills
Public speaking skills
Literacy skills
Rhetoric skills
Research skills
Public Speaking skills
Evidence skills
Note taking skills
Refutation skills
Critical Pedagogy Skills
Teamwork Skills
And more!
Civics
Current Events
Philosophy
Critical Theory
Critical Thinking
Humanities
Rhetoric
Political Science
Economics
Debate Across the Curriculum – any subject area

9. Why Debate…in STEM? Meaningfully Engages Large Classes
Danielson connections
Improves Graduation Rates & College Readiness
Common Core connections:
CCSS.Math.Practice.MP3 Construct viable
arguments and critique the reasoning of others.
“students understand and use stated assumptions, definitions, and previously established results in constructing arguments…They justify their conclusions, communicate them to others, and respond to arguments of others.”
“students try to communicate precisely to others…they have learned to examine claims and make explicit use of definitions.”

10. How to Start

11. Write Questions/Problems
Structure for Students

12. 1. Debate-y Words Best/Worst (method, solution…) Should
Biggest/Smallest/Most
Weirdest/Coolest
Always / Sometimes / Never
Agree / Somewhat Agree / Disagree
Include Variables

13. Structure for Students
ARGUMENT - a statement made with sound reasoning. Every argument has two key parts:
CLAIM - the controversial statement being made.
WARRANT - the justification for the claim.

17. QuickWrite
Describe any patterns you see:
1, 3, 5, 7, 9
2, 3, 5, 7, 11
28, 21, 14, 7

18. Make it Debatable

19. Graph the function

20. The BEST way to graph a sine function is…
(For example, )

24. More Examples!

25. The square root of a number is smaller than the original number.
The best way to find the slope of the line through the points in this table… X -4 -2 4 8 18 Y -5 7 13 28

26. Try NOW!
The coordinates in black below were given (for some numbers a,b,c and d). Are her expressions for the coordinates in red correct?
(2c,2d)
(-a,-b)
(-0.4,-1.3)

27. ARGUMENT = CLAIM + WARRANT
Activity #1: Soapbox Debate
When simplifying exponents, it is best to start with the “negative part”
(Example: )
For life on Earth, gravity is the most important force.
STEVE
ARGUMENT = CLAIM + WARRANT

28. ARGUMENT = CLAIM + WARRANT
Activity #2: Four Corners
AGREE SOMEWHAT AGREE SOMEWHAT DISAGREE DISAGREE
When simplifying exponents, it is best to start with the “negative part”
(Example: )
For life on Earth, gravity is the most important force.
ARGUMENT = CLAIM + WARRANT

29. Plickers!
When simplifying exponents, it is best to start with the “negative part”
(Example: )
AGREE
SOMEWHAT AGREE
SOMEWHAT DISAGREE
DISAGREE

31. KenKen! For a 4x4 puzzle, fill in with numbers 1-4.3- 2÷ 9x 2 1- 5+ 4
For a 4x4 puzzle, fill in with numbers 1-4.
Do not repeat a number in any row or column.
The numbers in each heavily outlined set of squares, called cages, must combine (in any order) to produce the target number in the top corner of the cage using the mathematical operation indicated.
Cages with just one box should be filled in with the target number in the top corner.

32. Guess My Rule Falsification
2, 4, 6
10, 12, 14

33. SAT Prep - Falsification
10. If a<0 and b>0, which of the following must be true?

36. Take a break!

38. Group by what you teach... Create talking points for your class.
Write some debate questions for your class.
Develop the structure for discussion in your class.
Check out the PBS video.

39. Thinking about classroom SET-UP

40. RUMORS!

41. 2-3 sentences about classroom design
On a piece of paper...
2-3 sentences about classroom design
Comments on what you’ve done/dreamed of
Questions that you have

42. SWAP! Rumors Find a partner. (someone new?!) STAND!
Person #1 Reads Card
Person #2 Reads Card
& Discuss
SWAP!

43. Wrapping Up!

44. Open-Ended Feedback: - “I used to think…., but now I think…”
- Burning Questions
- Draw a picture to represent your thoughts
- Etc. etc. etc.

45. Contact Us! Mattie Baker Chris Luzniak @Stoodle @PiSpeak
@Stoodle
pythagoraswasanerd.wordpress.com
Chris Luzniak
@PiSpeak
clopendebate.wordpress.com