1. Facilitating Conversations in Collaborative Learning Structures Strategies That Promote Meaningful Discourse Janice Bradley Charles A. Dana Center

2. Why is this important? Collaborative learning models are increasing as a form of professional development Meaningful discourse doesn’t happen naturally - it needs guidance Facilitator strategies can link conversations to the mathematics and student learning Conversational frameworks that support learning talk are needed

3. The Professional Teaching Model Study - the state standards Determine - assessment and instructional strategies Plan - the lesson trajectory Implement - teach the lesson Analyze - student work Reflect, Revise and Modify - the lesson

4. Paths of Talk in the PTM What we thought would happen… talk would automatically focus on math links to standards talk would include pedagogical reasoning lessons would be enriched mathematically What actually happened… talk did not link to the math in the standards talk lacked implications for instruction lesson revision was problematic and superficial

5. Types of Facilitator Strategies Directive talking at telling how and why assumes expert status structured presentation distant from others offers solutions already know the answers Constructivist talking with asking how and why assumes learner status flexible and improvisational with a mathematical agenda helps others craft solutions knows the bigger agenda

6. Not Good or Bad - Strategies Lead to Different Outcomes Directive Invisible wall Learner absorbs information Learners are told the math content Solutions - based on facilitator suggestions Constructivist Reciprocal exchange of information Learner constructs information with others Learners initiate the math talk Solutions - based on talk generated from the group

7. Tools for the Facilitator Interpersonal skills Mathematics and pedagogical knowledge Principles that guide facilitation Knowledge of adult learning Big picture - the broader context Conversational frameworks - protocols for talk Curiosity rather than certainty Ability to self-reflect and modify

8. Interpersonal Skills Listens well Puts adult learning at the forefront Builds relationships - trust, rapport Asks questions

9. Mathematics and Pedagogical Knowledge Speaks mathematically Makes mathematics connections in the standards Models effective instructional strategies

10. Principles that Guide Facilitation Developed by the group so they are owned by the group Mumme and Carroll’s 2005 NCSM Monograph helpful - Purpose, Important and Worthwhile Mathematics, Sense- Making Necessary for implementation

11. Knowledge of Adult Learning Studies the principles of adult learning in research and literature Applies the principles in every interaction

12. Big Picture - The Broader Context Understands the systemic picture Initiates a bigger focus for the group Attends to task details, yet links to broader support base

13. Conversational Framework - Protocol for Talk Establish categories of talk using a 4 column chart What to teach - Curriculum How to teach it - Instruction How do we know students get it - Assessment Parking Lot - Other issues

14. Curiosity Rather than Certainty Create a pace that supports listening and thinking. Spend more time in “not knowing” - suspend personal beliefs to hear what others have to say Inquire to what is different - leads people to contribute new and different ideas

15. Ability to Self-Reflect and Modify Requires a safe environment Formal reflection structure provided Clear expectations for reflection - personal journal, group processing Name the modification and act on it

16. Links to Instruction and Student Learning The vision is that good teaching happens for all students. We know that talk is a tool for promoting an understanding of good teaching and learning. As collaborative learning models become increasingly popular in professional development, the facilitators’ role becomes paramount for ensuring talk about worthwhile and important mathematics.

17. You can download this at www.utdanacenter.org NCSM05 janicebradley@mail.utexas.edu