Presentation on theme: "SVMI Network Meeting October 31, 2012. A Look at Module 5 and Collaborative Tasks Network Meeting, October 31, 2012 Silicon Valley Mathematics Initiative."— Presentation transcript:
Exploring Social Norms and Socio/Mathematical Norms Enhance participants ability to use high-quality mathematics problem solving tasks and professional development modules to support teachers in their classrooms Strengthen participants content and pedagogical content knowledge and leadership abilities Deepen participants understanding of the Common Core State Standards in Mathematics and the Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Mathematical Practice
Information Jordan School District, Utah There are different posters for different grade level spans Google Jordan School District posters One website for CCSSMP: LiveBinderwww.livebinders.com/pla y/play?id=99717
Lenses to Consider During Professional Development Sessions Learner Lens Coach/Admin Lens
Get it Together Collaborative Tasks Developed by EQUALS Math is accessible to every student Changing the standing of teachers in the classroom Opportunity for each student to learn at his/her maximum potential Encourage students to work cooperatively Promote use of mathematical language and discourse Encourage students to persist Meaningful resource to use if beginning group work or good problems to use for experienced group workers
Behavioral Norms Follow the directions Everybody is to participate Listen to what others say Help others without telling them what to do or by giving answers Ask others for their opinions Ask for help when you need it Try to give mathematical reasons for what you say
Collaborative Task Rules Pass out the clue cards. You will be working in groups of four. When you get your clue, you may only look at your own clue. You may not look at anyone elses. You may share your clue by telling others what is on it, but you may not show it to anyone else. Then, everyone reads their clue out loud with no comments or questions. Discourse follows: paper/pencil may NOT be used.
Collaborative Task Discussion When finished with each Build It [there are 5 of them ], discuss in your group… When did we know that we were right? Could any clue be eliminated? Why or Why not? Which clue, if any, seemed most important? Record each of your solutions on the isometric dot paper provided to you.
Collaborative Task Debrief Share your findings, drawings, and thinking so far with another group[s]. Are you in agreement? If so, did you take a common path? Are you in disagreement? If so, can you reach agreement? Whole group popcorn share: What were your take aways from this experience?
Research on Collaborative Work Research has shown that cooperative small group work has positive effects on learning However, productivity is dependent on the existence of shared goals for the group and individual accountability for the attainment of these goals. Cooperative small group work has a positive effect on social skills and self- esteem.
Activity A Experiencing a Discussion We begin with another experience of collaborative work on mathematics. First, on your own, write a response to your small groups agreed upon problem from Handout #1. With your small table group, compare your responses and try to refine your answers until you feel you have reached consensus. You may not totally complete the problem or come to consensus. What is important is that you have had time to discuss and explore ideas together.
Activity A Reflecting upon Activity A Consider these questions: Did you find it helpful to have a chance to think about the question yourself before it was discussed in your group? Did someone take over? Was someone a passenger? Did you build on each others ideas to construct chains of coherent reasoning? Did you feel able to share your ideas without fear of embarrassment of being wrong? Did anyone feel uncomfortable or threatened? If so, why?
Activity A Debrief of Activity A Jot down your thoughts to the following question: What are the implications of this activity in a classroom? Take a few minutes to share your thoughts with your table group. Whole group sharing using Round Robin Protocol – one sharing per table group.
Activity B Analyzing a Discussion There is a clear difference between working in a group and working as a group. Often times students work independently though seated with others. Often times students disagree with group members and make individual decisions. Often times students do listen to group members but build uncritically on what each other has said. For true collaborative work, students need to have critical and constructive exchanges where challenges are justified and alternative ideas are offered.
Activity B Analyzing a Discussion Follow these steps: Role play the three transcripts on Handout #2. Talk about how these discussion transcripts either help or hinder learning for students. Look at the characteristics of helpful and unhelpful talk shown in Handout #3. Would you describe the discussion transcripts as Disputational, Cumulative or Exploratory Talk? Discuss with your table group. Think about what strategies could be used to help students discuss more profitably. Share and discuss with your table group.
Activity B Analyzing a Discussion Opportunity for table groups to share with the whole group: Would you describe the role play discussions as Disputational, Cumulative or Exploratory? Why? What strategies did your table group talk about to help students discuss more profitably?
Activity C Recognizing the Concerns of Teachers Handout #4 Common Obstacles to Classroom Discussion that need to be taken seriously and addressed. Which of these have you heard from teachers? In pairs, choose one of these comments and imagine that it was expressed by a teacher in your district/school. Take a few minutes to prepare a response. Using Round Robin Protocol, share your choice together with your response to the whole group.
Things to Remember It is important to recognize that group work may not always be appropriate. When the purpose of a lesson is to develop fluency in a particular skill, then individual practice may be more suitable. Collaborative group work is necessary when the purpose is to develop conceptual understanding or strategies for solving more challenging problems. Students need to share alternative views, interpretations, or approaches.
Activity D Creating & Establishing Ground Rules As we have seen, students do not always discuss in helpful ways. Some are reluctant to talk and others take over and dominate. Therefore, there is a need to be taught how to discuss. Establishing ground rules in appropriate language to give explicit guidance on how to talk together profitably is helpful. Work individually; pair/share; popcorn share out with whole group. Imagine that you are starting a new class or working with a teacher on how to begin to have students work collaboratively. What classroom rules would you seek to establish? Compare your ideas with those offered in Handout #5. How would you encourage a class of students to develop such a list? How would you encourage students to follow such a list?
Activity E Managing Collaborative Discussion A well-organized discussion lesson often has a number of phases: individual think time, small group discussion and whole group discussion. How would you, as the teacher, manage a discussion lesson? What are the purposes of think time? What is the teachers role? What are the purposes of the small group discussion? What is the teachers role? What are the purposes of the final whole group discussion? What is the teachers role? Compare your thoughts with those given on Handouts 6 & 7 Solo time; pair/share; popcorn sharing with whole group.
Why Activity E is Important for Teachers Many teachers are used to transmission methods in the classroom and thus, are unsure of their role during discussion lessons. Some teachers will quickly intervene and try to ease the path by giving strong hints and explanations. Other teachers withdraw and offer little help, as though they now expect students to discover everything by themselves. The most effective teachers take neither of these positions; they challenge students to think deeply, explain, and justify.
Activity F Observe and Analyze a Discussion Lesson There is a video clip on the MAP website with this problem, Estimate how many teachers there are in the UK. The UK has a population of 60 million people. Viewers are asked to consider the following issues: How does the teacher introduce the problem? Which ground rules does she emphasize? What different approaches are being used by students? How does the teacher help students to discuss productively? Can you characterize the types of talk students are using?
Activity G Plan a lesson, teach it and reflect on the outcomes. Select a problem to do with a class. Use the prompts on Handout #5, Planning for Effective Questioning If possible, audio record some whole class questioning After the lesson, discuss the following issues: Which questions appeared to promote the most thoughtful and reasoned responses from students? Why was this? Which questions didnt work well? Why was this? Which of the 5 principles for effective questioning did you use? What will you do differently next time?
Collaborative Work: Joint Solution 1. Share your method with your partner(s) and your ideas for improving your individual solution. 2. Together in your group, agree on the best method for completing the problem. 3. Produce a poster, showing a joint solution to the problem. 4. Make sure that everyone in the group can explain the reasons for your chosen method, and describe any assumptions you have made. P-62
Analyzing Sample Responses to Discuss P-64 1.Does the approach make mathematical sense? 2.What assumptions has the student made? 3.How could the solution be improved? 4.What questions could you ask the student, to help you understand their work?
Ask students to comment on the strengths and weaknesses of each of the student samples. Ask which groups used a similar method to Laura, Wayne, or Amber. What was the same/different about your work compared to the student sample? In what ways did analyzing the responses help you to identify errors in your own work?
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