09.13.17 Embolden Your Inner Mathematician: Elicit and use evidence of student thinking #TrinityLearns

From NCTM’s publication, Principles to Actions: Ensuring Mathematical Success for All:

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.

Slide deck

7:15 45 min Establishing Intent, Purpose, Norm Setting

8:00 15 min Continuing Talking Points – Elizabeth Statmore (@chessemonkeysf)

8:15 20 min Number SplatsSteve Wyborney (@SteveWyborney)
8:25 20 min Fraction SplatsSteve Wyborney (@SteveWyborney)
8:45 15 min Planning for Splats

9:00 15 min Closure and Reflection

  • I learned to pay attention to…
  • I learned to ask myself…
  • A new mathematical connection is…
9:15 End of session
  • Elicit and use evidence of student thinking using Splats. What will/did you learn?Homework:
  • Write to describe your quest for Closest to One using Open Middle worksheet with I can show my work so a reader understands without asking me questions.
  • Deeply read pp. 207-211 from TAKING ACTION: Implementing Effective Mathematics Teaching Practices in K-Grade 5
    • What the Research says: Elicit and Use Evidence of Student Thinking
    • Promoting Equity by Eliciting and Using Evidence of Student Thinking
  • Read one of the following from TAKING ACTION: Implementing Effective Mathematics Teaching Practices in K-Grade 5
    • pp.183-188 Make a Ten
    • pp.189-195 The Odd and Even Task
    • pp. 198-207 The Pencil Task

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.

Statmore, Elizabeth. “Cheesemonkey Wonders.” #TMC14 GWWG: Talking Points Activity – Cultivating Exploratory Talk through a Growth Mindset Activity, 1 Jan. 1970.

09.06.17 Embolden Your Inner Mathematician: Elicit and use evidence of student thinking #TrinityLearns

From NCTM’s publication, Principles to Actions: Ensuring Mathematical Success for All:

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.

Slide deck

7:15 15 min Welcome, Materials, Q&A

7:30 15 min Establishing Intent, Purpose, Norm Setting

  • Ambitious Teaching
  • NCTM’s Principles to Action (@NCTM, #NCTMPtA)
  • Read The Dot
7:45 10 min Break for Birthday Breakfast
7:55 10 min Talking Points from Elizabeth Statmore (@cheesemonkeysf)

8:10 20 min Subitizing (a.k.a. Dot Talks)
8:30 25 min Number Talk
8:55 10 min Planning

  • Anticipate
  • Plan to Monitor
  • Sequence anticipated responses
9:05 10 min Closure
9:15 End of session

Homework:

  • Explore Closest to One using Open Middle worksheet with I can show my work so a reader understands without asking me questions.
  • Read pp. 207-211 from TAKING ACTION: Implementing Effective Mathematics Teaching Practices in K-Grade 5
    • What the Research says: Elicit and Use Evidence of Student Thinking
    • Promoting Equity by Eliciting and Using Evidence of Student Thinking
  • Read one of the following from TAKING ACTION: Implementing Effective Mathematics Teaching Practices in K-Grade 5
    • pp.183-188 Make a Ten
    • pp.189-195 The Odd and Even Task
    • pp. 198-207 The Pencil Task

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

03.27.17 FSLT Math Agenda #TrinityLearns

Monday, March 27, 2017 at 3:00pm
Location: Kristi Story’s Room
Kerry Coote, Becky Holden, Kristi Story

Goals:

  • I can make sense of tasks and persevere in solving them.
  • I can show my work so that a reader understands without having to ask me questions.

Learning Plan

3:00 5 min Maintenance 
3:05 20 min Talking Points:

Jill facilitates
3:25 05 min Book Club warm-up:

Jill facilitates
3:30 20 min Use Visible Thinking Routines to guide
discussion about Chapter 3:

All
3:55 20 min Feedback – “I learned…, “I liked…,”I felt…” All

Resources: