Student Discourse How would you define student discourse? “IS considered student discourse” “IS NOT considered student discourse”
Norms What expectations and norms do you currently have related to classroom communication and/or discourse? How do you communicate those expectations and norms? How do you know if the communication/discourse is successful?
Article discussion Read the article, Let’s Talk: Promoting Mathematical Discourse in the Classrrom Identify the ideas that are particularly interesting in the article Share your ideas using a round robin approach with your small group Come to consensus on the top five ideas you would like to share with the large group and chart these ideas
Reflection questions Review all the posted charts What similarities do you see? What do you have questions about? What unique ideas do you see? What additional ideas do you have for establishing expectations and norms in the classroom and for measuring the success of student discourse?
Assessing Discourse Review the chart on page 288 in the article Assess the predominant level of discourse for each of your classes (0-3) With a partner Share your assessment Discuss where it is most difficult to make the move – from level 0 to 1, level 1 to 2, or level 2 to 3?
Assessing Discourse Where is it most difficult to make the move? What are some of the obstacles/issues that hinder a high level of discourse in your classes? What can you do to overcome these obstacles?
Article Discussion Read your assigned article Connecting Research to Teaching – Making the Right (Discourse) Moves: Facilitating Discussions in the Mathematics Classroom Making the Most of Mathematical Discussions Reflect on the following questions What strategies shared in the article will assist in increasing the level of discourse in the classroom? How does the implementation of that strategy impact your role in the classroom?
Expert groups Record on chart paper all the strategies mentioned in the article that can assist in increasing the level of discourse in the classroom
Final discussion What questions still remain about the levels of student discourse and/or strategies to increase the level of student discourse?
Experiences with Cooperative Learning What have been your positive and negative experiences with participating in or using cooperative learning?
NCTM’s Communication Principle Instructional programs at all grade levels should enable students to “organize and consolidate communication; communicate their mathematical thinking coherently and clearly to peers, teachers, and others; [and] analyze and evaluate the mathematical thinking and strategies of others.”
Critical Components of Cooperative Learning Positive interdependence (a sense of sink or swim together) Individual accountability (each of us has to contribute and learn) Interpersonal skills (communication, trust, leadership, conflict resolution, decision making Face-to-face promotive interaction Processing (reflection on how well the team is functioning) Johnson and Johnson, 1994
Cooperative Learning Activity As we engage in cooperative learning today, take note of any cooperative learning strategies utilized throughout the session
Focus on a Classroom Norm Review the norms we established on day 1 Which of these norms relate to discourse? Think about what this norm looks like and sounds like
Team Building In your small group, discuss your greatest take-away from the last two years Based on your discussion, generate a team name Share your team name and how it was derived with the large group
Task One Complete your assigned task with your small group focusing on adhering to our chosen norm Your presenter will be randomly chosen so ensure all group members are prepared to present
Task Two Complete your assigned task with your small group focusing on adhering to our chosen norm Your presenter will be randomly chosen so ensure all group members are prepared to present
Exit Card Complete an index card describing what you did to contribute to the cooperative learning activity
Reflection Questions Describe how your group worked on the activity. Describe the nature of the participation in the group. Did people explain things to one another? Did people ask questions of one another? What accounted for this level and degree of participation? What cooperative learning strategies did we use? How do these strategies enhance the practice of cooperative learning and benefit students? Describe how the cooperative learning activity was designed to create individual accountability. Describe how the cooperative learning activity was designed to create mutual interdependence.