Welcome to ITP 524:

Secondary Math Methods

Class 3: Wednesday January 25

Agenda

1. Welcome!
2. What’s happening here?! (4:45 - 5:00pm)
3. 5 Practices (Select Sequence, and Connect) (5:00 - 6:00pm)
4. Break (6:00 - 6:30pm) - pick edTPA writing days
5. Productive Student Talk Moves (6:30 - 7:15pm)
6. Intro to SJ Math Lesson Assignment (7:15 - 7:40pm)

NO CLASS NEXT WEEK!

Learning Objectives

Teachers will …

• Describe features of “current” math education (5 practices - selecting, sequencing and connecting; productive student talk moves - revoicing, repeating, reasoning, adding on, and waiting)
• Identify features of social justice math instruction

Course Standards

Teachers will …

• Develop teaching strategies which can facilitate students’ mathematical thinking and understanding (observing and listening to students as they work individually and collaboratively, orchestrating whole-class discussions of students’ solutions in order to make salient key mathematical ideas, processes, and strategies)
• Plan instruction that supports each student’s progress toward learning goals by drawing upon knowledge of content, curriculum, pedagogy, as well as knowledge of students and the community context.

What’s Happening Here?!

4:45 - 5:00pm

What’s Happening Here?!

Let’s chat about this student work:

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1. What do you notice and wonder?

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• What questions would you ask this student about their thinking?

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Community Building Activities Sign-up

5 Practices (Select, Sequence, Connect)

5:00 - 6:00pm

Cultural Competence

(maintain students’ cultural integrity and use students’ culture as a vehicle for learning)

Critical/Socio-Political Consciousness

(develop students’ consciousness that allows them to critique cultural norms, values, mores, and institutions that produce and maintain social inequities)

Academic Achievement/Success

(develop students’ academic

skills and excellence)

Culturally Relevant Pedagogy

Gloria Ladson-Billings

Aspects of Student Learning

(Standards for Math Content

and Practices, Conceptual Understanding, Procedural Fluency)

“Effective” Teaching Practices

Develop/Select

Worthwhile Tasks

(Justify and Explain, Solve with Drawings, Relevant Contexts, Verify & Relate Strategies, Multiple Entry & Exit Points, High Cognitive Demand)

Academic Achievement & Success

Probe & Elicit Student Thinking

Lesson Planning

Facilitating Meaningful Math Discourse

5 Practices (Anticipating, Monitoring, Selecting, Sequencing, Connecting

Assessment

Promote Equitable Participation (drawing on student assets and smarts, status/power hierarchies)

Cultural Competence

Personal Identity

(e.g., gender, race, class, culture, language proficiency)

Personal, Cultural, and Community Assets and Experiences (in your class, school, math ed)

Identity of Others

(e.g., gender, race, class, culture, language proficiency)

Critical/Socio-Political

Consciousness

NCTM Principles to Action

5 Practices (Monitor)

• Anticipating students work on challenging tasks

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• Monitoring student work and engagement with the tasks

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• Selecting particular students to share their math work

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• Sequencing student responses that will be displayed in a certain order

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• Connecting different students’ responses and the responses to key math ideas

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5 Practices (Ways We Monitor)

• Anticipating to get ready for group work monitoring.

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• Confer with table groups
• Check in with table groups working through activities/homework
• Ask them to explain specific answers to questions (whether correct or incorrect)
• Ask assessing questions and then advancing question that will get them to really think (instead of funneling thinking)
• Move around the classroom to make sure the students are making connections and ask questions or provide support (trying to develop critical thinking skills)
• Look quickly at where they are at regarding their work and then I will start asking questions.
• Go over the different problem solving methods used by each table group.
• If same method used by more than one group, then cue them to differ their thought process.
• Peek over students’ shoulders to see if they have the tools to solve the problem.

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• Use vertical whiteboards when they work in groups (in order to see their strategies, select certain ones to highlight, and sequence them during the whole group discussion)

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• I do not do enough note taking or prior organization, so many times, I have difficulty selecting groups to call on and/or connecting the lesson together at the end.

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5 Practices (Ways We Monitor)

Our Questions About Monitoring:

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1. How do I completely avoid funneling student thinking when students just cannot seem to figure it out without multiple clues (or funneling)?

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• How do we find time for it? Anticipating seems to take a lot of time, even for an experienced user. And anticipating seems like a major prerequisite for meaningful monitoring.

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• I have a difficult time utilizing the information I get when monitoring and need to improve on anticipation and pre-written note sheets so I can access the information quickly when connecting the lesson at the end. Does this process tend to get easier as I become more familiar? I am guessing and hoping that the answer is “yes it does”....

5 Practices (Select, Sequence, Connect)

• Anticipating students work on challenging tasks

​

• Monitoring student work and engagement with the tasks

​

• Selecting particular students to share their math work

​

• Sequencing student responses that will be displayed in a certain order

​

• Connecting different students’ responses and the responses to key math ideas

​

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5 Practices (Select, Sequence, Connect)

Please do the following:

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• Check in with your group members:)

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• Discuss with your group then record the following on your section of the whiteboard
• How the ideas for selecting, sequencing, and connecting the student solutions on the Selecting, Sequencing, and Connecting slide deck “make the mathematics accessible to all students” and “build a mathematically coherent story line” (Smith & Stein, p. 44)
• Examples of how you do/could implement the 5 practices in your classroom
• Look at our class slides last week for ideas about monitoring
• Look at the Selecting, Sequencing, and Connecting slide deck for ideas about selecting, sequencing, and connecting
• Questions your group has about the 5 practices

6:00 - 6:30pm

Back at 6:30pm

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edTPA Writing Days

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-3/10 and 3/11 from 9am-1pm (please attend at least one)

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Which do we prefer?

• Monday from 4:30-6:30pm (every 2 weeks)
• Thursday from 4:30-6:30pm (every 2 weeks)
• Saturday Morning from 9:30am-12:30pm (3 times)

Break Time!

Productive Student Talk Moves

6:30 - 7:15pm

Cultural Competence

(maintain students’ cultural integrity and use students’ culture as a vehicle for learning)

Critical/Socio-Political Consciousness

(develop students’ consciousness that allows them to critique cultural norms, values, mores, and institutions that produce and maintain social inequities)

Academic Achievement/Success

(develop students’ academic

skills and excellence)

Culturally Relevant Pedagogy

Gloria Ladson-Billings

Aspects of Student Learning

(Standards for Math Content

and Practices, Conceptual Understanding, Procedural Fluency)

“Effective” Teaching Practices

Develop/Select

Worthwhile Tasks

(Justify and Explain, Solve with Drawings, Relevant Contexts, Verify & Relate Strategies, Multiple Entry & Exit Points, High Cognitive Demand)

Academic Achievement & Success

Probe & Elicit Student Thinking

Lesson Planning

Facilitating Meaningful Math Discourse

5 Practices (Anticipating, Monitoring, Selecting, Sequencing, Connecting

Assessment

Promote Equitable Participation (drawing on student assets and smarts, status/power hierarchies)

Student Talk Moves

Cultural Competence

Personal Identity

(e.g., gender, race, class, culture, language proficiency)

Personal, Cultural, and Community Assets and Experiences (in your class, school, math ed)

Identity of Others

(e.g., gender, race, class, culture, language proficiency)

Critical/Socio-Political

Consciousness

NCTM Principles to Action

PROMPT 1 (for 1.19): What are the 5 "productive" talk moves?

Anna’s response

Productive Student Talk Moves

Please do the following:

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• Check in with your group members:)

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• Discuss with your group then record the following on your section of the whiteboard
• Examples of how you do/could implement the productive student talk moves in your classroom
• Questions your group has about the productive student talk moves

Introduction to

Social Justice Math Lesson Assignment

7:15 -7:40pm

Intro to SJ Math Lesson Assignment

Write a response to our weekly article prompts with your partner:

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PROMPT 1: After listening to the Method to the Mathness podcast, how do you or could you use current events to spark student interest and keep math relevant for the students?

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PROMPT 2: How do you feel about leading social-justice math lessons in your own classroom? What topics are you comfortable incorporating/addressing in your lessons? What are you unsure of and wondering about as you think about doing this work?

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Intro to SJ Math Lesson Assignment

Let’s check out the Social Justice Math Lesson assignment

Upcoming Assignments

7:35-7:40

Upcoming Assignments

See weekly homework email:)