1. Reflecting on Practice: Using Inquiry to Build Thinking Classrooms
Unit 3, Session 4
2017
Reflecting on Practice
Park City Mathematics Institute

3. Schoenfeld’s Presentation
What resonated with you from his talk?

4. Park City Mathematics Institute
Mamadou Lesson
In your folder, you have copies of Deborah Ball’s goals for the Mamadou Half Rectangle lesson.
Take a few minutes at your tables: What do you see in her goals that resonates with you with respect to access, agency and identify?
Reflecting on Practice
Park City Mathematics Institute

5. Park City Mathematics Institute
Reflecting on Practice
Park City Mathematics Institute

6. Video
Patty has large numbers of students who speak languages other than English in their homes. As a result, she emphasizes clear communication and presents sentence frames to support partners in their initial collaborations. On the third day of school, Patty distributes bags of unifix cubes and “clues” they use to collaboratively create a precise representation.

7. Inside Mathematics

8. Table Group Talk
Why do you think the teacher does this task on one of the first days of class?

9. Planning Activity 2 handouts: -TRU FRAMEWORK -Lesson Planning scenario
On your vertical boards, record planning ideas for the three questions on the exponent handout. Use the TRU framework handout as a guide.

10. Norms for students Take turns Listen to others ideas
Disagree with ideas not people
Be respectful
Helping is not the same as giving answers
Confusion is part of learning
Say your “becauses”
“I can’t do that yet”

11. Norms for teachers Plan, plan, plan questions/discussion in advance
Listen for what can be learned about students' thinking rather than for correct answers
Identify & check a “hinge point” in the lesson where student understanding is critical for moving on
“No hands up, except to ask a question”Leahy et al, 2005
Be relentless in asking what does it mean/why it works
Maintain neutral stance with respect to answers
Record responses so everyone can think about them
Wait time before responses/after response
Deflect questions to students-“Never say anything a kid can say”
Plan, plan, plan questions/discussion in advance
Burrill, 2013

12. Park City Mathematics Institute
References
Boaler, J. & Humphreys, C. (2005). Connecting Mathematical Ideas. Heinemann
Horn, L. (2012). Strength in numbers: Collaborative learning in secondary mathematics. Reston VA: National Council of Teachers of Mathematics.
National Research Council (2002), Growing dots. In H. Bass, H., Z. Usiskin, Z, & G. Burrill (Eds.) Classroom practice as a medium for professional development. Washington, DC: National Academy Press.
TIMSS Video Study. (2003). National Center for Education Statistics (NCES). Third International Mathematics and Science Study. US2. Writing variable expressions. US 3 Exponents
TRU Framework
Reflecting on Practice
Park City Mathematics Institute