09.11.19 Agenda: Embolden Your Inner Mathematician (Week 2) #TrinityLearns

Embolden Your Inner Mathematician Session 2 
Subitizing, Number Talks, and Choral Counting:
#NCTMP2A: Elicit and use evidence of student thinking

Course Goals:

At the end of the semester, participants should be able to say:

  • I can exercise mathematical flexibility to show what I know in more than one way.
  • I can make sense of mathematical tasks and persevere in solving them.
  • I can work within NCTM’s Eight Mathematical Teaching Practices for strengthening the teaching and learning of mathematics.

Elicit and use evidence of student thinking. 

Effective teaching of mathematics uses evidence of student thinking to assess progress toward mathematical understanding and to adjust instruction continually in ways that support and extend learning.

Principles to Actions: Ensuring Mathematical Success for All

Session Goals:

At the end of this session, participants should be able to say:

  • I can make sense of tasks and persevere in solving them.
  • I can elicit and use evidence of student thinking.
  • I can construct a viable argument and critique the reasoning of others.
    • Show your thinking so a reader understands without asking your questions.

Agenda and Slide Deck

7:30 15 min Gather and connect

Jill
7:45 15 min Break for Birthday Breakfast
8:00 5 min Elicit and Use Evidence of Student Thinking Jill
8:05 20 min Subitizing with Beanie Boo pictures Becky
8:25 20 min Choral Counting Kerry
8:45 30 min Beanie Boo Task – image Jill
9:15 End of session

Jill’s Notes:

Homework:

Read pp. 207-211 from Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5

  • What the Research says: Elicit and Use Evidence of Student Thinking
  • Promoting Equity by Eliciting and Using Evidence of Student Thinking

Franke, Megan L. Choral Counting and Counting Collections: Transforming the PreK-5 Math Classroom.. Stenhouse. Kindle Edition.

Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.

Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5. The National Council of Teachers of Mathematics, 2017.

09.06.19 Advance Your Inner Mathematician (Session 1) #TrinityLearns

Advance Your Inner Mathematician Session 1 

For teachers to continue learning after Embolden Your Inner Mathematician and anchored in Smith and Stein’s The 5 Practices in Practice: Successfully Orchestrating Mathematical Discussion in your Middle School Classroom.

From Dan Meyer

” But the maxim I hold most closely right now is that we act ourselves into beliefs more often than we believe our way into action. So I encourage you more than anything right now to adopt a series of productive actions that can reshape your beliefs.

Here are five such actions: anticipate, monitor, select, sequence, and connect. Those actions can convert a teacher’s love for math into a love for students and vice versa.”

In this six session series, we will study and implement these 5 practices in your classroom.

Goals:

At the end of the semester, participants should be able to say:

  • I can exercise mathematical flexibility to show what I know in more than one way.
  • I can intentionally plan and teach using the 5 Practice Framework.

Session Goals:

At the end of this session, participants should be able to say:

  • I can specify a learning goal and set an intention for learning.

  • I can select cognitively challenging mathematical tasks that align to the specified learning goal.

Resources:

Agenda with Slide Deck

7:30

10 min

Gather and connect

7:45

45 min

Look for Regularity in Repeated Reasoning

3 Reads Protocol

8:30

20 min

Lesson Debrief

  • Learning Goal

  • Task Selection – Cognitively Challenging

  • Anticipation

8:50

20 min

Goal setting and planning for the next two weeks

9:10

5 min

Intentional closure

9:15

Session 1 concludes

I can look for and express regularity in repeated reasoning. 

Jill’s notes:


Franke, Megan L. Choral Counting and Counting Collections: Transforming the PreK-5 Math Classroom.. Stenhouse. Kindle Edition.

Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.

Smith, Margaret Schwan., and Miriam Gamoran Sherin. The 5 Practices in Practice: Successfully Orchestrating Mathematical Discussion in your Middle School Classroom. (Corwin Mathematics Series). SAGE Publications, 2019.

09.04.19 Agenda: Embolden Your Inner Mathematician (Week 1) #TrinityLearns

Embolden Your Inner Mathematician Session 1 
Subitizing, Number Talks, and Choral Counting:
#NCTMP2A: Elicit and use evidence of student thinking

Back by popular demand, twelve #TrinityLearns faculty will gather each week in the fall to deepen our understanding of NCTM’s teaching practices and NCTM’S Standards for Mathematical Practices.

Course Goals:

At the end of the semester, participants should be able to say:

  • I can exercise mathematical flexibility to show what I know in more than one way.
  • I can make sense of mathematical tasks and persevere in solving them.
  • I can work within NCTM’s Eight Mathematical Teaching Practices for strengthening the teaching and learning of mathematics.

Elicit and use evidence of student thinking. 

Effective teaching of mathematics uses evidence of student thinking to assess progress toward mathematical understanding and to adjust instruction continually in ways that support and extend learning.

Principles to Actions: Ensuring Mathematical Success for All

Session Goals:

At the end of this session, participants should be able to say:

  • I can make sense of tasks and persevere in solving them.
  • I can elicit and use evidence of student thinking.
  • I can construct a viable argument and critique the reasoning of others.

Agenda with Slide Deck

7:30 15 min Gather and connect

Jill
7:45 10 min Establishing Intent, Purpose, Norm Setting 

  • Ambitious Teaching
Jill
7:55 30 min Subitizing Becky
8:25 15 min Choral Counting Kerry
8:40 20 min Beanie Boo Task:

  • Elicit evidence and Use Evidence
Jill
9:10 5 min Intentional closure

  • Giraffes Can’t Dance
Jill
9:15 Session 1 concludes

Jill’s Notes:

Homework:

Read pp. 207-211 from Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5

  • What the Research says: Elicit and Use Evidence of Student Thinking
  • Promoting Equity by Eliciting and Using Evidence of Student Thinking

Franke, Megan L. Choral Counting and Counting Collections: Transforming the PreK-5 Math Classroom.. Stenhouse. Kindle Edition.

Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.

Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5. The National Council of Teachers of Mathematics, 2017.