The Thinking Teachers Do So That Students Do All the Thinking Max - - PowerPoint PPT Presentation

So That Students Do All the Thinking

Max Ray-Riek

The Math Forum at NCTM mrayriek@nctm.org Twitter: @maxmathforum

The Thinking Teachers Do

Teaching Practices

• Implement tasks that promote reasoning and

problem solving

• Use and connect mathematical representations
• Build procedural fluency from conceptual

understanding

• Support productive struggle in learning

mathematics

• Elicit and use evidence of student thinking

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More Teaching Practices

• Students and teachers facilitate meaningful

mathematical discourse

• Students and teachers pose purposeful

questions

• Students use and connect mathematical

representations

• Students build procedural fluency from

conceptual understanding

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How do my students next year get to do the same thinking that I got to do here?

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Whole-Group Discussions

About Student Work on Rich Tasks

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Intentional Talk by Elham Kazemi & Allison Hintz Stenhouse Publishers, 2014

4 Principles from Intentional Talk

• 1. Discussions should achieve a mathematical goal
• 2. Students need to know what and how to share
• 3. Teachers need to orient students to one another

and the mathematical ideas

• 4. Teachers must communicate that all students are

sense makers and that their ideas are valued

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Plan

• 1. Analyze a problem together
• 2. Anticipate student strategies together
• 3. Look at student work in groups of 3
• 4. Fill out an Intentional Talk planning template
• 5. Reflect on planning for students to make

connections and engage in discourse

• 6. Make a plan to take this back to your schools

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The Kickball Tournament [Problem #3943]

• Ms. Emery is a physical education teacher. She wants

to organize a kickball tournament for the fourth graders in her school. She will divide the fourth grade into 6 equal kickball teams.

• Ms. Madden's fourth grade class has 20 students, Mr.

Smoyer's fourth grade class has 23 students and Ms. Ponzio's fourth grade class has 29 students.

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Noticing and Wondering

I Notice I Wonder

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Anticipating…

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Kickball problem

Work with a group of 2-3 at your table to fill out the “Anticipating” parts

Looking at Student Work

• Look through the student work
• Scissors, highlighters, and sticky notes are available
• Use it to fill out the rest of the Open Strategy Sharing

planning template

• If you prefer, choose a different template and plan a

different conversation:

– Compare and Connect – Define and Clarify – Why? Let’s Justify – Troubleshoot and Revise – What’s Best and Why?

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Share At Your Table

• Take turns sharing with other table groups
• After each person shares tell:

– One thing you noticed and valued in their work – One thing you are wondering about their work

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Pause and Reflect

Jot down your thoughts about:

• 1. Our focus question was: How do my students

next year get to do the same thinking that I got to do here? What are your thoughts on that question now?

• 2. What is the value of using specific students’

work as you plan your lessons?

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Mingle!

• Stand up and move around.
• Find someone and introduce yourself.
• Ask them one question from the reflection.
• Listen to their answer.
• Move on to find another person.
• No back and forth, just ask one question and

listen to the answer.

• When I raise my hand, finish your conversation

and raise your hand.

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Make a Plan

• What happened in this session that you

want teachers at your school to do?

• What is your plan for how they could make

this work as useful as possible?

• What would it take to make that plan

happen?

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Disclaimer

The National Council of Teachers of Mathematics is a public voice

• f mathematics education, providing vision, leadership, and

professional development to support teachers in ensuring equitable mathematics learning of the highest quality for all

• students. NCTM’s Institutes, an official professional development
• ffering of the National Council of Teachers of Mathematics,

supports the improvement of pre-K-6 mathematics education by serving as a resource for teachers so as to provide more and better mathematics for all students. It is a forum for the exchange of mathematics ideas, activities, and pedagogical strategies, and for sharing and interpreting research. The Institutes presented by the Council present a variety of viewpoints. The views expressed or implied in the Institutes, unless otherwise noted, should not be interpreted as official positions of the Council.

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