Teacher Leader Endorsement Programme Modeling Exemplary Mathematics Teaching Session 4 Facilitator: Rebeka Matthews Sousa Mathematics Specialist Teacher, Ministry of Education 1

Collect a PLICKER Card!! Question 1: Multiples of 2 end in an odd number Question 2: Multiplying two numbers makes a larger number 2 ENGAGE: Always, Sometimes or Never True a. Always trueb. Sometimes truec. Never true a. Always trueb. Sometimes truec. Never true

Congratulations to those who completed Module 2 – Planning and Teaching Through Problem Solving 3 Celebrations!!

During this session, Teachers will:  Discuss beliefs about effective teaching and learning in mathematics  Share and discuss observation data (TTPS)  Analyze tasks and provide feedback to colleagues  Share and reflect on videos of teaching Key Understandings 4

5 Effective Teaching and Learning

6 Beliefs about Teaching and Learning Mathematics

7 Using the rubric for Teaching Through Problem Solving

 Classes observed between Oct. 1 and Nov. 1,  60 primary mathematics classes were observed  10 different primary schools 8 Teaching through Problem Solving What did we see?

Using the analysis tool, provide critical feedback to your colleagues on their created task.  Identify the level of cognitive demand  Rate each aspect of a worthwhile task  Provide written feedback in how to enhance the task (one in each section) 9 Analyzing Tasks

10 Good Task…now what? TASK Questioning Student Engagement Communication

11 Videos – Observing Mathematics Share your short video clip of your students being taught through problem solving with your year level partner. Reflection: Share how …  Students work on problems or tasks that require critical thinking and a variety of strategies to solve the problem for at least 50% of the class time.  Students work on problems or tasks that mean something to them and help them to connect to their community  Teacher asks probing questions to get students to expand on their strategies, math knowledge, and communication.  Students share strategies openly, justifying mathematical reasoning.  Teacher and students address misconceptions together. Discuss how aspects of the lesson could be enhanced

Next session date: Nov pm Homework:  Reading: “Asking Effective Questions”  Set a coaching date ( ):  Update your task based on the feedback given and re-submit.  Include: Year Level, Cambridge Objectives and codes – problem solving strand, changes, name optional (created or selected by…), site sources  Confirmed dates: Nov 25, Dec What’s next?