1. Choral Counting

2. Agenda Choral Counting as an instructional activity –Experiencing the instructional activity as a learner –Observing & unpacking the instructional activity with K-8 students Closing the session –Exit cards

3. Experiencing a Choral Count

4. Discussing the Activity Reflect on your experience as a “learner” participating in Choral Counting: –Use the core practices to consider both teacher and learner actions. Share in your small groups/pairs what you noticed across the 3 core practices: –Eliciting and responding to students –Orienting students to each other –Orienting students to the content

5. Videos of Choral Counting Teaching Channel Videos: Third Grade – Full Activity First Grade -- Full Activity 5

6. Observing Choral Counting in Classrooms How does the teacher elicit students’ ideas? What’s the range of teacher moves that the teacher uses to respond to students? What are the affordances and drawbacks of these responses? How does the teacher support students in working together? How does the teacher orient students to each other’s mathematical ideas? How does the teacher orient students to the content? What are the ways in which the teacher highlights the mathematics that students are working on in this task?

7. Analyzing Choral Counting tasks Here are some excerpts from a 3 rd grade teacher’s journal. Look across a variety of counting tasks and consider: How did the teacher record the count? What patterns are noticeable because of this recording? How would you represent these patterns more visually to provide further access for students? What’s the mathematical “potential” in each of the counting tasks? What connections do you see to other content areas/tasks?