1. The Math Forum @ Drexel - mathforum.org Unsilence Students’ Voices Suzanne Alejandre, Philadelphia, PA Marie Hogan, West Covina, CA

2. The Math Forum @ Drexel - mathforum.org IntroductionsIntroductions  Suzanne Alejandre  middle school mathematics and computer teacher 1973–1977, 1988–2000  Math Forum Staff 2000–present  Marie Hogan  K-8 teacher multiple subjects 1987–1998  Principal of a private school 1998–2000  middle school mathematics teacher 2000–2012  Math Forum Teacher Associate 2009–present  Audience ?

3. The Math Forum @ Drexel - mathforum.org Our Classrooms  PREMISE: a person “learns” when they have a voice (mental, verbal, written)  PREMISE: every classroom has silenced voices  PREMISE: there are different reasons why a student’s voice is not heard

4. The Math Forum @ Drexel - mathforum.org Take a moment:  Think of your students (past or present)  Choose one to focus on today  Or create a composite in your mind  Write down the name/brief description

5. The Math Forum @ Drexel - mathforum.org Reasons  Too many voices, not enough time  Lack of fluency (or confidence)  Passive conditioning

6. The Math Forum @ Drexel - mathforum.org Too Many Voices/Too Little Time If we consider the time we have and the voices that need to be heard, how do we maximize the time for students’ voices? Tip 1: As you call on students during a classroom discussion, do not repeat.

7. The Math Forum @ Drexel - mathforum.org Demonstration “Wooden Legs” Read Aloud

8. The Math Forum @ Drexel - mathforum.org Reflect on how your “student” would react to this activity.  Would they engage mentally?  Would they talk?  Would they then write? “Wooden Legs” Read Aloud

9. The Math Forum @ Drexel - mathforum.org Let’s watch and listen: http://mathforum.org/blogs/suzanne/2011/12/01/wooden-legs-videos/

10. The Math Forum @ Drexel - mathforum.org Claim #1 When a teacher repeats what a student says, it robs them! The thought no longer belongs to the student – it transfers back to the teacher.

11. The Math Forum @ Drexel - mathforum.org Too Many Voices/Too Little Time Tip 2: Create environments that maximize the number of students talking.

12. The Math Forum @ Drexel - mathforum.org Demonstration “Turn and Talk”

13. The Math Forum @ Drexel - mathforum.org

14. Reflect on how your “student” would react to this activity.  Would they engage mentally?  Would they talk?  Would they then write? “Wooden Legs” Turn and Talk

15. The Math Forum @ Drexel - mathforum.org Claim #2 A teacher cannot hear everything each student says. Ultimately the student owns each of their thoughts. each of their thoughts. It’s okay if a teacher doesn’t hear everything!

16. The Math Forum @ Drexel - mathforum.org Lack of Fluency in the Language Mathematics is a language. Learning a language requires an environment with a need to communicate.

17. The Math Forum @ Drexel - mathforum.org Claim #3 It is our tendency to communicate using the language from the initial meeting.

18. The Math Forum @ Drexel - mathforum.org Lack of Fluency in the Language Our students need:  expections  scaffolding  practice

19. The Math Forum @ Drexel - mathforum.org Tip 3: Use “scenarios” to help create a need to talk about mathematics with each other.

20. The Math Forum @ Drexel - mathforum.org Claim #4 Establishing and developing environments can help unsilence voices. Remove pressure – all responses accepted – no right/wrong

21. The Math Forum @ Drexel - mathforum.org http://mathforum.org/workshops/cmc/2011/hogan.html  What do you hear?  What do you see?  What do you see in the diagram?  What do you notice as we read?

22. The Math Forum @ Drexel - mathforum.org What do you hear?

23. The Math Forum @ Drexel - mathforum.org What do you see?

24. The Math Forum @ Drexel - mathforum.org What do you see in the diagram?

25. The Math Forum @ Drexel - mathforum.org What do you notice as we read?

26. The Math Forum @ Drexel - mathforum.org Reflect on how your “student” would react to these activities.  Would they engage mentally?  Would they talk?  Would they then write? Scenarios:  read-alouds  viewing pictures  viewing diagrams  reading together one part at a time

27. The Math Forum @ Drexel - mathforum.org Lack of Fluency in the Language Tip 4: Provide students with lists of questions to ask, scaffolding their need and ability to communicate.  I am not sure I understand.  How does that work?  Why did you use “(insert a word)”? – can you tell me what it means?  Why did you say that?  Can you tell me more?

28. The Math Forum @ Drexel - mathforum.org  How do you know?  How does that make sense?  How can you say that in a different way?

29. The Math Forum @ Drexel - mathforum.org Moving from Passive to Active Learners Tip 4: Provide a question to practice and then another and another until they have a working list of questions to ask during their mathematics discussions.

30. The Math Forum @ Drexel - mathforum.org

32. Let’s summarize:  Too Many Voices/Too Little Time  Lack of Fluency in the Language  Moving from Passive to Active Learners Are there others?

33. The Math Forum @ Drexel - mathforum.org MP1 Make sense of problems and persevere in solving them. Connecting to CCSSM MP3 Construct viable arguments and critique the reasoning of others.

34. The Math Forum @ Drexel - mathforum.org Let’s Revisit These:  PREMISE: a person “learns” when they have a voice (mental, verbal, written)  PREMISE: every classroom has silenced voices  PREMISE: there are different reasons why a student’s voice is not heard

35. The Math Forum @ Drexel - mathforum.org Online Resources

36. The Math Forum @ Drexel - mathforum.org Notice/Wonder CMC-North 2011: Get Your Students Hooked On Noticing and WonderingGet Your Students Hooked On Noticing and Wondering ComMuniCator, December 2010: Problem Solving–It Has to Begin with Noticing and Wondering

37. The Math Forum @ Drexel - mathforum.org ComMuniCator, September 2012: Unsilence Students’ Voices Suzanne’s Blog

38. The Math Forum @ Drexel - mathforum.org http://mathforum.org/workshops/cmc/2012/north/

39. Opportunity