Academic Talk in the Math Workshop WABE 2016 Kristin Percy Calaff & Kaitlyn Spore

Workshop Agenda Participants will be able to: Purpose: To serve language learners effectively by supporting mathematical thinking and language skills to meet CCSS. Participants will be able to: Set up an interactive Math Workshop Use technology in a blended learning model Practice accountable “Math Talk” strategies

Why Math Workshop? Differentiated Instruction Smaller groups = Individual attention More effective use of Para support Greater student ownership Increased motivation Blended technology

How Does It Work? Whole group or 2-3 flexible groups Daily formative assessment Teacher repeats/adjusts “mini-lesson” Students practice independently “Math Experts” assist peers Students use blended technology to review and extend

Math Workshop Anchor Task “Mini-Lesson” Practice/Support Students engage in an entry task “Mini-Lesson” Teacher uses questions to build understanding Students engage in Structured Math Talk Practice/Support Independent work & blended technology Small group support Closing/Reflection

2-Group Workshop Model Group 1 (Low/Mid) Group 2 (Mid/High) 10:00- 10:20 Readiness Activity/ Blended Tech *(Para Support) Entry Task & Teacher Mini-Lesson 10:20- 10:40 Independent Practice & Blended Tech 10:40- 11:00 *Small Groups

3-Group Workshop Model Group 1-Low Group 2-Mid Group 3-High 10:00- 10:20 Readiness/ Blended Tech *(Para Support) Entry Task/ Mini-Lesson Blended Tech/Independent Practice (from previous day) 10:20- 10:40 Blended Tech/Independent Practice * (Small Groups) Blended Tech/ Independent Practice 10:40- 11:00 Blended Tech/ Independent Practice

Blended Learning

Technology Tools Management: Google Classroom Free On-line Tools Khan Academy Xtra Math Ten Marks Paid Math Programs ST Math Think through Math iXL

CCSS Mathematical Practices Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

Mathematical Habits of Mind Best Practices in Teaching Mathematics Facilitator’s Power Point Presentation and Notes 6/1/2018 Mathematical Habits of Mind Regularity, Patterns and Structure Mathematical Representations Connections Mistakes and Stuck Points Metacognition and Reflection Persevere and Seek More PASS OUT 1 PAGER WITH ALL POSTERS from TDG binder English Habits of Mind & Interaction Posters Spanish Habits of Mind Posters ©2007 Teachers Development Group

Mathematical Habits of Interaction Best Practices in Teaching Mathematics Facilitator’s Power Point Presentation and Notes 6/1/2018 Mathematical Habits of Interaction Private Reasoning Time Compare our Logic and Ideas Explain Critique and Debate Listen to Understand Math Reasoning is the Authority Genuine Questions Multiple Pathways Spanish Habits of Interaction Posters ©2007 Teachers Development Group

Language Learners need practice using sentence stems to develop talk moves. Anchor charts remind teacher & students to use these moves.

Listen and Compare Take private think to think about the task. Be prepared to share your mathematical reasoning, sense making, representations, justifications, and/or generalizations. A: Explains her/his ideas while partner B silently listens to understand Partner A’s thinking. B: Explains her/his reasoning and partner A listens. A & B: Discuss together how the ideas are mathematically the same and/or different. This is the frame for the session

Entry Task 1 Odd + Odd = Even Why? Create a visual justification for why the sum of two odd numbers is always an even number. Odd + Odd = Even Why?

Interpret and Compare Write up a task. Then exchange written work for a task. Take private think time and study each other’s work and, without any discussion, try to understand each other’s reasoning. A: Reports interpretation of B’s reasoning B: Clarifies B: Reports interpretation of A’s reasoning A: Clarifies A & B: Discuss similarities and differences This is the frame for the session

Entry Task 2 Use the numbers: 5, 6, 7, 8, 9 Use one digit in each box. The numbers should add up to the same total across and down. Show your work.

Revoice and Compare Private Think Time A: Shares her/his ideas while B silently listen B: Carefully revoices A’s ideas without judging, adapting, or commenting about the correctness or sensibility of the ideas. B: Speaks about her/his ideas while A silently listens A: Revoices B’s ideas A& B: Discuss similarities and differences This is the frame for the session

Entry Task 3 Maria made some cookies. ⅓ of the cookies were chocolate chip, ¾ of the remainder were oatmeal raisin, and the rest were peanut butter. If Maria made 4 dozen cookies, how many peanut butter cookies did she make?

SOLUTION: Maria made some cookies. ⅓ of the cookies were chocolate chip, ¾ of the remainder were oatmeal raisin, and the rest were peanut butter. If Lisa made 4 dozen cookies, how many peanut butter cookies did she make? Maria made _____ peanut butter cookies. 8 Maria’s cookies 8 8 8 8 8 8 48 chocolate chip oatmeal raisin peanut butter

Reflection TURN AND TALK: How might you use a Math Workshop to support your language learners? Which blended learning tools have you used or will you try out? How will you use “Math Talk” moves to build more intentional academic talk? Template for Posters in Kid Friendly language