1. 1 Math CAMPPP 2012 Breakout 4A Questioning, Listening and Responding to Promote Students’ Mathematical Thinking

2. Learning Goals We will: use questioning and listening strategies that evoke and expose thinking explore the concept of fraction as a quotient (partitive and quotative) 22

3. View with a Purpose http://cooperativelearning.nuvvo.com/lesson/ 9592-seinfeld-teaches-history Grade 8 math class in the OCDSB 3

4. View & Discuss What are the key differences between these two classes? 4

5. Individual  Reflection Questioning resources Peruse a resource of your choice Consider how they can be used to help kids and ourselves develop questioning techniques.

6. Quotient – Partitive Brownie Problem 6 Sue baked brownies. Her son got in and ate some. There were only 7 left. Sue’s daughter and her friends walked in. They decided to split them up. How much will each of the 4 girls get? Show your thinking.

7. Questioning Simulation solve the problem (anticipate student thinking) identify potential questions what might the learning goals be

8. What are some of the challenges in questioning? Making sense of another’s thinking Changing question in the moment

9. Representations & Learnings Fair sharing foundational to division Informal division of whole numbers with fraction remainder Area model (represents a number) Set model (3 pieces, 3 brownies) Renaming of fractions (1¾=7/4=1 +½+¼ )

10. Student responses Provide insight into their thinking Illuminate ways the students understand concepts Provide examples of ways of thinking for other students 10

11. Part 2 …

12. “What is the shortest word in the English language that contains the letters: abcdef? 12 Answer: feedback.

13. Standing Conversation It is worth noting, right from the start, that assessment is a human process, conducted by and with human beings, and subject inevitably to the frailties of human judgement. However crisp and objective we might try to make it and however neatly quantifiable may be our ‘results’, assessment is closer to an art than a science. It is, after all, an exercise in human communications. Growing Success, p. 29 13 Minds On

14. Standing Conversations Feedback provides students with a description of their learning. The purpose of providing feedback is to reduce the gap between a student’s current level of knowledge and skills and the learning goals. Growing Success, p. 34 14 Minds On

15. Standing Conversations Ongoing descriptive feedback linked specifically to the learning goals and success criteria is a powerful tool for improving student learning and is fundamental to building a culture of learning within the classroom. Growing Success, p. 34 15 Minds On

16. Roles … 1 – Teacher 2 – Observers and Students

17. Ribbon Problem You have 7 yards of ribbon. It takes 3/4 of a yard to wrap a gift. How many gifts can you wrap?

18. Responding by Listening Simulation Teachers with a facilitator Observers with a facilitator Students work on the problem

19. A framework for examining questions Checking for understanding Promoting group interaction Teacher reviewing or summarizing work Asking students to explain their thinking Looking for alternate ways Prompting to go farther (Facilitating teacher observation)

20. Questioning to … make observations that helps improve understanding fosters student sense of self-efficacy playback to student what I see in their work get kids to reflect on their work and see where they can go next probe student thinking develop a student-to-student network of dialogue 20

21. Summary … our questioning can serve to elicit and promote mathematical thinking a fraction can be a verb – the action of quotient (division) with two different but related meanings 21

22. Fraction as a Quotient (partitive) A fraction can represent division e.g. 7 brownies divided among 4 people Number of groups is known (4) The amount per group is unknown 22

23. Fraction as a Quotient (measurement - quotative) You can divide by a fraction e.g. 7 yards of ribbon, ¾ of a yard to wrap a gift Number of groups (gifts) is unknown The amount per group (gift) is unknown (¾) 23