1. Growing Students’ Thinking
Marcia Torgrude

2. Compare your feelings on Task 1 and Task 2.
What are your thoughts?
With a partner.
Compare your feelings on Task 1 and Task 2.
How do the expectations of the tasks change your anxiety levels? Why?

3. agenda Build an understanding of growth mindset
Develop statements to promote growth mindset in the classroom
Consider the types of questions asked in the classroom
Develop questions for a task
Determine questions you ask and select several to begin focusing on for the fall keeping growth mindset as the focus
Discover ways to promote classroom and online discourse
Consider how to develop norms in your classroom
Build an understanding of talk moves to promote discourse in a growth mindset classroom

5. My Feedback
Write 5 or more typical feedback statements that you give students verbally and written.

6. Growth Mindset vs Fixed Mindset

7.
Read Effective Effort Rubric handout

8. Personal Reflection
Who came to mind as you watched the video and looked at the chart?
List these students as either fixed or growth as you understand it.
What did you discover about yourself?

9. How to Promote a Growth Mindset
9 topics to read and share – each group gets two and creates a poster to explain how their topic affects growth mindset

10. How to Promote a Growth Mindset

11. Changes in Fixed and Growth Mindsets Across Grade Levels
Fixed Mindset
Growth Mindset K
n/a
100% 1
10%
90% 2
18%
82% 3
42%
58%
Mindsets in the Classroom – read pg. 11 last paragraph.

12. Fixed and Growth Statements
Partners work to determine which statements are fixed and which are growth
If the statement is a fixed mindset, change it to a growth mindset
Be prepared to share out
Cards for handouts

13. A Study on Praise and Mindsets

14. Growth mindset framing?
How do you create a risk-free learning environment?
On the handout code statements:
“O” Often
“S” Sometimes
“N” Never

15. My Feedback Revisited Find your feedback form. (Your statements)
What mindset is promoted by each statement?
Rewrite your feedback to encourage a growth mindset.
Share your statements with a partner.

16. Mindset Rubric

17. Recommended Sites: Youcubed.org Motivate Students to Grow Their Minds
Developing a Growth Mindset
Mindsets in the Classroom

18. Questioning – What does it look like in your classroom?
Procedure: Say: “Today, we are going to look at an examplar on math questioning in the classroom.”  (Obviously, this is not an example of math questioning in the classroom and is meant to use humor to launch the topic.)
View/Show the video
Do a quick think pair share activity.  Say: “Have you ever been in a similar situation/ or have observed this type of questioning? Share with a neighbor your experience or one that you observed.”  Ask for volunteers to share out one - three that are really funny.
Say: “Today, we will discuss Effective Questioning in the Mathematical Classroom.  Our learning outcomes are :
Participants will be able to identify the different types of questioning strategies.
Participants will be able to transform existing questions into higher level questions.
Participants will be able to create questions of each type and defend the reason behind their selection.
Success Indicators are:
Participants will identify the different types of questioning strategies when given a scenario/video.
Participants will rewrite a given question to be a higher level question.
Participants will create questions of each type given a scenario.

19. Learning Outcomes
Participants will be able to identify the different types of questioning strategies.
Participants will be able to transform existing questions into higher level questions.
Participants will be able to create questions of each type and defend the reason behind their selection.

20. Different types Question Strategies
Sort each of the example questions into the four question types as you feel it best fits. Be prepared to share your reasoning.

21. Different types Question Strategies
Reading Activity: “Pose Purposeful Questions”
Read the excerpt from Principles to Actions.
Now, re-sort the questions into the four question types.
Did your sort change? What caused it to change?
Share out
Read Pose Purposeful Questions – resort your questions

22. Different types Question Strategies
Summarize - Suggested answers:
How does that array relate to multiplication and division? (3)
It is still not clear how figured out that 20 was the scale factor, so can you explain it another way? (2)

23. Different types Question Strategies
Example Questions
3. In what ways might the normal distribution apply to this situation? (3)
4. How might you prove that 5 is the solution? (4)

24. Different types Question Strategies
Example Questions:
5. What is the formula for find the area of a rectangle? (1)
6. Why does plan A in the Smartphone Plans task start out cheaper but become more expensive in the long run? (4)

25. Different types Question Strategies
Example Questions:
7. As you drew that number line, what decisions did you make so that you could represent 7 fourths on it? (2)
8. What does the interquartile range indicate for a set of data? (1)

26. Different types Question Strategies
Example Questions:
9. Can you show and explain more about how you used a table to find the answer to the Smartphone Plans task? (2)

27. Transform to Higher Level
Launch
Video Clip
Clip 2
Watch and listen to the questions the teacher is asking.

28. Transform to Higher Level
Explore:
Re-watch the video.
For each question asked by the teacher, make a tally in the appropriate column.
Participants will be able to transform existing questions into higher level questions.
Procedure: Tell participants that they will watch the 3-minute video once without stopping during the launch. Then, during the explore, they will rewatch the video and stop when needed. During the explore, participants will need the tally sheet.
Launch:
Watch Clip 2 in the link below.
Explore:
Re-watch the video. For each question asked by the teacher, make a tally in the appropriate column.
Extend:
At question 18 in the video (see video transcript), the teacher asks another student to re-explain what she understood about the problem. We feel this is another level 2 question. How would you rewrite question 18 to move it to a higher level?
Facilitator note:
We feel the teacher has missed an opportunity to create a connection between rate of change / slope and steepness of a line. Earlier in the video the students were focused on the steepness. No connection back to that idea was made as part of the conclusion.
Summarize:
Have participants share with the group the questions they rewrote to a higher level type.
Example / Suggested Question:
Could someone explain to me the connection between which vehicle was faster and which graph was steeper?

29. Transform to Higher Level
Extend
At question 18, the teacher asks another student to re-explain what she understood about the problem. We feel this is another level 2 question. How would you rewrite question 18 to move it to a higher level?

30. Transform to Higher Level
Summarize
Share rewritten questions at a higher level type.

31. Create an Effective Question
Explore
For each task write potential questions you could ask your class
Write one question for each question type.
If you are having trouble writing questions refer to the Question Type table.
Participants will be able to create an effective question and justify the reasoning behind the question
Brain Break:
Explore:
For each task participants will write potential questions they could ask their class, write one question for each question type. If participants are having trouble writing questions direct them to the Question Type table.
WHOLE GROUP SCENARIO:
A list of the heights of the players on a basketball team were 64, 62, 84, 70, and 68 inches.
Possible Response Type 1:
What is the mean?
What is the median?
Possible Response Type 2:
Explain how to find the mean.
Explain how to find the median.
Possible Response Type 3:
For this basketball team, which is the more appropriate choice to measure central tendency, the mean or the median? Justify your response.
Possible Response Type 4:
What does central tendency mean, and why do we care about central tendency?

32. Create an Effective Question
Explore
Write potential questions you could ask your class.
Write one question for each question type.
A list of the heights of the players on a basketball team were 64, 62, 84, 70, 68 inches

33. Create an Effective Question
Possible Response Type 1:
What is the mean?
What is the median?
Possible Response Type 2:
Explain how to find the mean.
Explain how to find the median.

34. Create an Effective Question
Possible Response Type 3:
For this basketball team, which is the more appropriate choice to measure central tendency, the mean or the median? Justify your response.
Possible Response Type 4:
What does central tendency mean, and why do we care about central tendency?

35. What questions do you ask?
I ask this question daily – highlight in green
I ask this question sometimes but need to ask it more often – highlight in yellow
I rarely or never ask this question – highlight in pink
What do you notice?
Trainers take the teachers through the process of determining the level of the assessment.
Look for the verbs in the assessment
Note that many of the verbs fall in 2 levels so you must in read the verb in context.
Look at the headings of each level
Read the bold explanation under each heading
Use that information to determine the level of the assessment
Teachers write their own assessment that matches the content within the appropriate cell of the Leveling handout.
Using the questioning handout as your guide compose two questions/prompts per level.

36. Questioning Look at a series of lessons
Questioning Look at a series of lessons. Look for the questions within the lessons. Use the Webb levels chart. What level are the questions? Change some of the questions to a level 3 or 4 to increase the level of thinking by the students
Go thru on set of lessons. Look for the questioning within the lesson.Use the webb levels chart. What level are the questions? If they are a level one, make it a level 2 or 3.

37. How to Facilitate Discourse in the
Thank you!
How to Facilitate Discourse in the
Classroom
Music will play along through all slides until you stop it… “Math is a Highway” has been imbedded into this slide, which will play as you put this into presentation mode.  An idea is to let it play as you allow participants to view slides 1-4.

38. Classroom Discourse Outcomes
Outcome #1: understand classroom discourse as a group dynamic that develops with effort and over time.
Outcome #2: learn to generate and reinforce classroom norms for student and teacher behavior during discourse.
Outcome #3: facilitate discourse and encourage students to extend thinking and make connections to others’  ideas and to important mathematical concepts.

39. Distribute the “Let’s Talk” (Stein, 2007) article
Distribute  the “Let’s Talk” (Stein, 2007) article. Invite participants to read the article and identify with a highlighter or underline one “most significant” idea from the text.
Facilitator introduces the protocol “The Final Word.” Emphasis is placed upon the role of listening in this protocol. Because each participant knows that he or she will have a turn, the focus can be on listening to the ideas of others rather than simply waiting to insert one’s own thoughts.
Facilitator note: After going through this process, how did this encourage listening? Is it something that could be used/adapted in your classroom?
Now introduce the Levels of Classroom Discourse rubric developed by Hufford-Ackles, Fuson, and Sherin to describe the levels of classroom discourse through which teachers and their students advance.
Encourage participants to spend a few moments scanning the rubric while reflecting upon the culture within their own classroom.
Using a highlighter, participants should mark behaviors representing the current reality within their classrooms.

40. Classroom Norms and Discourse
What are characteristics of a classroom environment that encourages productive discourse?
What Are Norms And Why Do We Need Them?   
Activity #2 - Each group makes a poster of norms for the classroom – then discuss and combine into one really good classroom norms chart.
Think-Pair-Share: What are characteristics of a classroom environment that encourage productive discourse?
Let’s Talk:  (Follow-up the Think-Pair-Share by eliciting characteristics from the pairs and recording them on chart paper) Okay, let’s put our heads together - what characteristics did you come up with? (Think about using these discourse moves as you take suggestions and record them)
What Are Norms And Why Do We Need Them?                   
Norms are the framework from which team members, including students and teachers, commit to conduct learning. Attention to their development and adherence to them ensure the success of the group and facilitate the members’ ability to deal with critical issues, such as facilitating productive discourse. Norms are comprised of several components that clarify team dynamics.

41. NORMs What ideas do we need to consider when establishing norms?
What do we think about as we provide equity and a safe environment to all?
3.  Discuss potential controversial norms.

42. What strategies does the teacher use to engage his students in discussions?
What strikes you about student discussions in this classroom?
How would you describe the teacher role?

43. Linear functions video: What moves does the teacher use
Linear functions video: What moves does the teacher use? When does he use them? How do the teacher moves affect student responses? Video Clip 1: 7th and 8th grade math classroom comparing linear functions.
Video Clip 1: 7th and 8th grade math classroom comparing linear functions.
Let’s Talk :
What moves does the teacher use?
When does he use them?  
As we answer this next question, I’d like you to practice the discourse move of “revoicing.” So, after our first response, let’s have a paraphrase before moving to the next response.
How do the teacher moves affect student responses? [response] “Who can offer a paraphrase of what _____ is thinking?”

44. Activity 3: Talk Moves on Display in our Gallery – Matching
Waiting
Inviting Student Participation
Revoicing
Asking Students to Revoice
Probing a Student’s Thinking
Creating Opportunities to Interact with Another’s Thinking
Have large poster papers with the six discourse moves as headings.  The task:  Match a given sentence starter/stem to appropriate move.  Participants will draw a sentence stem out of a bowl (a fishbowl would be funny) and the participants that end up at the same discourse move poster will then work in the next task together in step 4.

45. Activity 3: Talk Moves on Display in our Gallery – Adding More Stems
Your Turn – Add to Your Poster
Participants add sentence stems/starters to each “Discourse Move” poster.  They have 53.5 seconds at each poster to add as many meaningful sentence stems/starters.  (Yes, facilitators set that timer for quirky 1 minute-sh moments.) If time, could you create a novel synonym for a move?  Like “pausing” instead of waiting, “verify & clarify” could be used to enhance revoicing, etc.

46. DON’T SHOW THIS SLIDE UNTIL AFTER THE POSTER/SENTENCE STEM SORTING ACTIVITY!!!
A point here where facilitator can interject …
Facilitator needs to have handed out the “Six Discourse Moves” word document (found in the Resources file) by this point… if you forgot, get them out! Ha ha

47. 3-2-1 Implementation Outline
Think about implementing in your own classroom. Sketch out the following: 3 norms/expectations you believe will promote discourse in your classroom 2 questions you will focus on to move thinking to the higher level 1 statement which you will use to promote a growth mindset in your classroom
ACTION
Think about implementing in your own classroom? What will you try in your classroom when you return? What do you foresee as being challenges? Where are the opportunities?
Specifically, write an implementation plan of your learning. Include:
areas to work on within their classrooms from the Levels of Classroom Discourse rubric
specific discourse moves to try in in classroom
a set (three to five) of norms/expectations to facilitate discourse in your class.

48. http://bit.ly/growingthinking Thank you …  Marcia Torgrude