Facilitating Meaningful How do you promote meaningful Mathematical - PDF document

4/16/16 ¡ THE BIG QUESTION Facilitating Meaningful How do you promote meaningful Mathematical Discourse mathematical discourse in your Principles to Actions classroom? Principles to Actions: Sherryl King, Ellington Public Schools, CT Linking Research and Megan Staples, Neag School of Education, UConn Practice National Council of Teachers of Mathematics Spangler & Wanko (Eds) April 16, 2016 San Francisco, CA Establishing our terms Goals for today’s session — Introduce three key roles a teacher plays in facilitating discourse: eliciting, supporting and guiding — “Dig in” – do a classroom math task and analyze video of students engaging in discourse about the task — Discuss challenges and specific strategies Establishing our terms Standards of Mathematical Practice What NOT What TO 1. ¡Make ¡sense ¡of ¡problems ¡and ¡persevere ¡in ¡solving ¡them. ¡ ¡ to do do 2. ¡Reason ¡abstractly ¡and ¡quan@ta@vely. ¡ ¡ 3. ¡Construct ¡viable ¡arguments ¡and ¡cri@que ¡the ¡reasoning ¡of ¡ others. ¡ ¡ 4. ¡Model ¡with ¡mathema@cs. ¡ ¡ 5. ¡Use ¡appropriate ¡tools ¡strategically. ¡ ¡ 6. ¡AGend ¡to ¡precision. ¡ 7. ¡Look ¡for ¡and ¡make ¡use ¡of ¡structure. ¡ ¡ 8. ¡Look ¡for ¡and ¡express ¡regularity ¡in ¡repeated ¡reasoning. ¡ ¡ ¡ 1 ¡

4/16/16 ¡ Teacher’s Role in Facilitating Discourse Quick Think Eliciting Student Thinking providing opportunities for students to generate ideas and share with the class Guiding & Extending What strategies or routines do you already use in your classroom to facilitate meaningful Supporting Student-to-Student Exchanges mathematical discourse? Identify one or two. Supporting publicizing ideas and establishing a Eliciting Student-to- common knowledge base to work from Students’ student Thinking exchanges Guiding and Extending the Math Guiding the development of mathematical ideas, attending to misconceptions Animal Populations OUR STRUCTURE 2 mins– Let’s Dig In! Private Think Time 4 mins– Collaborating (Pair-Share) https://www.illustrativemathematics.org/content-standards/tasks/436 Planning for Implementation Planning for Implementation My learning target: � 1. What are some possible mathematical goals you Make sense of algebraic 1. What are some possible mathematical goals you might have as a teacher expressions by looking at if you gave this task? might have as a teacher if you gave this task? their structure � 2. What kinds of student responses and reasoning do you expect? 2. What kinds of student I anticipated: � responses and reasoning • Numerical examples � do you expect? 3. What might be the focus of a meaningful • Comparing to 1 � mathematical discussion (with the whole group)? 3. What might be the focus Areas to pursue/press: � of a meaningful • Identifying the parts of an expression mathematical discussion and interpreting them � (with the whole group)? • Attempts at generalization � 2 ¡

4/16/16 ¡ Clip #1: Teachers’ Role in Clip #1: Teachers’ Role in Facilitating Math Discourse Facilitating Math Discourse Think about… — What kinds of moves do Guiding & you see the teacher Extending making? In relation to which role(s)? Supporting Eliciting Student-to- Students’ student Thinking Exchanges Clip #1: Teacher’s Role Sherryl's discourse moves Clip #1: Teacher’s Role Choosing to pursue Refocusing on the idea Think about… Sadie's idea Guiding & — What kinds of moves do Extending Guiding & you see the teacher Extending making? In relation to which role(s)? Verbally recapping Supporting Asking for other ways Eliciting Student-to- to see this Students’ Supporting student Eliciting Thinking Asking clarifying Student-to- Exchanges Students’ questions student Thinking Exchanges Think-pair-share Recording ideas on the Asking students to react board to each other's ideas Clip #2: The “Say What??” Trouble Shooting Managing tensions and that come up when facilitating 3 ¡

4/16/16 ¡ Clip #2: The “Say What??” Debrief – Pair-Share — Did you follow? What do you think the student was trying to express? Guiding & — As the teacher, what do Extending you do now? (What are Supporting some options?) Eliciting Student-to- Students’ student Thinking Exchanges Additional Challenges and Trouble Shooting — Silence — It’s all me talking Questions? — I have no clue… (aka The “Say What??”) Comments? — They have no clue… Wonderings? — Put downs Additional Resources: Conference Ap — Students agree about a wrong answer Closing Comments/Recap Guiding & Extending — Multi-faceted, active role (not absent) Supporting Eliciting Student-to- Students’ Sherryl King student Thinking — Planning is key exchanges sking@ellingtonps.net — Meaningful mathematically Ellington Public Schools, CT — Being able to use students’ ideas to help drive the lesson Megan Staples — It takes time! It takes reflective persistence! megan.staples@uconn.edu UConn Neag School of Education Children must be taught how to think, not what to think. Margaret Mead A 4 ¡