1. Gary S. Thomas, Ed.D. Superintendent Education Support Services MATHEMATICAL DISCOURSE Daily Instruction 1

2. Gary S. Thomas, Ed.D. Superintendent Education Support Services Objectives Modeling Discourse Activities Assessing Discourse

3. Gary S. Thomas, Ed.D. Superintendent Education Support Services “We Learn… 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 70% of what we discuss 80% of what we experience 95% of what we teach others.” -William Glasser

4. Gary S. Thomas, Ed.D. Superintendent Education Support Services Silent Debate Find your elbow partner: One is “pro” the other “con” Each pair has one pencil and one sheet of paper A topic is given and the “pro” goes first The “pro” make a supportive statement in writing The “con” reads the statement and then writes a comment against the topic

5. Gary S. Thomas, Ed.D. Superintendent Education Support Services Silent Debate The adoption of the common core state standards will lead to discourse in math classrooms. 3 minutes

6. Gary S. Thomas, Ed.D. Superintendent Education Support Services Math Verbs ’97 Standards Verbs solve, demonstrate, understand CCSS Verbs explain, describe, justify, summarize 6

7. Gary S. Thomas, Ed.D. Superintendent Education Support Services Language in Mathematics 7 ’97 Standards 47 Discourse Standards 43 Content K – 6 th 4 Content 7 th - HS CCSS 108 Discourse Standards 89 Content K-12 11 Cluster Headings K-12 8 Standards for Mathematical Practice

8. Gary S. Thomas, Ed.D. Superintendent Education Support Services Mathematically proficient students… –… justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. –…able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. –…try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose... (CCSS)

9. Gary S. Thomas, Ed.D. Superintendent Education Support Services Framework Instructional Strategies –Using Discourse in the Mathematics Classroom –Writing see student thinking –Number / Math Talks, Parrish – creating an argument defending thinking –5 Practices for Orchestrating Productive Mathematics Discussions. Smith and Stein Role of the teacher

10. Gary S. Thomas, Ed.D. Superintendent Education Support Services Whip Around –Everyone at the table makes brief comment about the video. –Everyone gets to speak before you can speak again.

11. Gary S. Thomas, Ed.D. Superintendent Education Support Services Discourse in the classroom Setting the Stage Funneling Incorrect Solutions Management Strategies Assessing Teacher Questions

12. Gary S. Thomas, Ed.D. Superintendent Education Support Services Setting the Stage Messages about tasks, learning and expectations for students Relationships with the teacher Relationships among students Rules and management structures

13. Gary S. Thomas, Ed.D. Superintendent Education Support Services Give One Get One Read one of the three excerpts from the articles provided Record three ideas to share related to the article you read. Circulate and share ideas: for every idea given you receive one idea in return. Record the new ideas on your paper Bring it back to your team to share.

14. Gary S. Thomas, Ed.D. Superintendent Education Support Services Assessing Discourse

15. Gary S. Thomas, Ed.D. Superintendent Education Support Services Classifying Discourse Read thorough the classroom discussions in the packets on your table Match the discussions with the table

16. Gary S. Thomas, Ed.D. Superintendent Education Support Services Classroom Video Model of discourse What did you notice if the video about the discourse?

17. Gary S. Thomas, Ed.D. Superintendent Education Support Services Math Talk When Explaining I can say When asking questions I can say When needing help I can say I got my answer by…. This is the strategy that I used First I, then I….finally I…. I think I am right because I got a different answer This is what I did…. How did you get that answer? How did you know your answer was correct? How do you know it’s true? Can you tell me how you got that? I don’t quite understand I’m not sure about ____ Can someone explain that again to me please? Who gets it, cause I’m still confused? Who can help me? Dr. Ed D’Sousa, Secondary Director, Rialto USD

18. Gary S. Thomas, Ed.D. Superintendent Education Support Services Reciprocal Teaching In pairs, Student A pretends that Student B was absent and explains a concept from today. Switch roles and continue.

19. Gary S. Thomas, Ed.D. Superintendent Education Support Services Contact Michele Lenertz PreK-6 Mathematics Coordinator –michele_lenertz@sbcss.k12.ca.us Jeff Burke Secondary Mathematics Coordinator –jeffrey_burke@sbcss.k12.ca.us