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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)
Deepen your understanding of how students learn mathematics and how a teacher can facilitate the mathematical growth and development of all students through creating an environment that supports individual and collaborative learning

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Community Building Activity

4:45 - 5:00pm

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Community Building Activity

Take it away Xavier:)

Community Building Activities Sign-up

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5 Practices (Select, Sequence, Connect)

5:00 - 5:25pm

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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

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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)

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NCTM Principles to Action

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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 for 8 minutes):

Check in with your group members:)

Review and revise/refine (as needed) your group’s slide in the Selecting, Sequencing, and Connecting slide deck

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5 Practices (Select, Sequence, Connect)

Let’s share what each group did in the

Selecting, Sequencing, and Connecting slide deck

AND

discuss how each group’s ideas for selecting, sequencing, and connecting the student solutions “make the mathematics accessible to all students” and “build a mathematically coherent story line” (Smith & Stein, p. 44)

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5 Practices (Select, Sequence, Connect)

How do you or could you implement these practices in your own instruction?

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Productive Student Talk Moves

5:25 - 6:15pm

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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

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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

(Revoicing, Repeating, Reasoning, Adding On, Waiting)

Posing Purposeful Questions

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NCTM Principles to Action

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PROMPT 1: What are the 5 "productive" talk moves?

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Productive Student Talk Moves

Please do the following:

Record on the following slides examples of how you do or could implement the productive student talk moves in your classroom

Record questions that you have about these teaching practices on the Questions about the Productive Student Talk Moves slide

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PETE 1 Xaviers and also Gennie: PGX - Porlang International Airport

Revoicing	“________, is that a fair way to summarize what you are saying?” “____, I like that you said ______. What I hear you understand is ___________”
Repeating	“I’m going to call on someone to summarize what _____ said, make sure you are listening!” “____, how would you state what he said in a way that makes more sense to your brain?” “What if you had to explain what she said to a 5th grader?”
Reasoning	“What do you like about [classmate]’s _____?” “Talk to your neighbor about what you said and come up with an answer that combines both of your thinking.” “Do we agree with what _____ said for this problem? What would you do differently?”
Adding On	“Does anyone have any more questions on ___” “Can anyone from Group 2 pick up where she left off?” “Alright, I’m going to popcorn what you just said to ____. What can you add to that?”
Waiting	Stare at them menacingly… “I’ll wait :/” 🤷‍♂️ “Shh, let her cook” Also, literally just waiting.

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Group 2 Names: Scott Reed Duy

Revoicing	A student understands a concept and is somewhat able to articulate their idea, but additional clarity would benefit the rest of the class.
Repeating	Students are sharing their ideas while a few are disengaged and distracting, so a prompt to repeat is given to redirect. A student tries to explain their reasoning but struggles to use precise language, so another is prompted to repeat.
Reasoning	“Which strategy do you prefer,” questions which are either preference-based, prone to misconceptions, or require interpretation.
Adding On	Asking clarifying questions, fishing for solutions to incomplete answers, red herrings masking said fishing
Waiting	Useful in situations where teacher has high confidence in student’s understanding but may be shy or otherwise reluctant to share.

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Group 3 Names: Dom, Riley, Zion (DR. Z.)

Revoicing	Clarifying for confusion, lend confidence to a shy student. Good way to model using academic language.
Repeating	Sometimes punitive, if a student is not paying attention. Sometimes we tell students who should be working together to talk to each other (okay Tommy, now say what you said to Jill, etc.)
Reasoning	Asking if students got the same answer or used the same strategy. This works nice especially nice if there are multiple correct answers or good strategies. Asking if any of the students agree or disagree with their peer’s work.
Adding On	Could be tied to good sequencing. Adding something new or filling in a gap.
Waiting	Use this to not let students off the hook with an instant “I don’t know.” They feel the awkward tension as well. This can also support a student who is shy but you have seen has a nice contribution.

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Questions about the Productive Student Talk Moves

Group 1	How to do the “reasoning” talk moves without it feeling confrontational? Is this a day-one talk move? How to handle students who don’t want to answer a question? Is there a way to get them to participate without feeling overwhelmed? Is there any other good examples of revoicing talk?
Group 2	Waiting: When would it be preferable to just do a think-pair-share?
Group 3	Repeating: How do I fight the inclination to make it a gotcha practice? (Gennie answered this question wonderfully, when she shared that her CT warns her students about the move beforehand.) Sometimes students really hate the fact if I am not telling them if they are right or not. Is it okay to give them a quick “yeah, there are lots of things that look reasonable, but what about…”?

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6:15 - 6:45pm

Break Time!

Back at 6:45pm

Let’s check in about edTPA Writing Days

Saturday February 1 from 9:30am-12:30pm

Saturday February 22 from 2-5pm

March 7 or 8 from 9am-1pm (program wide)

NO CLASS NEXT WEEK

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Equitable Math Instruction Project Part 2

6:45-7:40

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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

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Cultural Competence

Identity

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

Personal, Cultural, and Community Assets and Strengths

Personal and Societal Biases

Power and Status Hierarchies

In- and Out-of-SchoolMath Experiences

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Zion’s notes

PROMPT 2: What teaching practices (i.e., "variables") does Liljedahl state are the key characteristics of thinking classrooms?

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Zion’s notes

PROMPT 2: What teaching practices (i.e., "variables") does Liljedahl state are the key characteristics of thinking classrooms?

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Chat about these prompts with your group

and be prepared to share 1 idea from your group:)

PROMPT 2: What teaching practices (i.e., "variables") does Liljedahl state are the key characteristics of thinking classrooms?

PROMPT 4: After spending time in your clinical experience, our math methods course, and listening to the Stenhouse Publishers Something to Talk About: Rethinking Participation in Classroom Conversations podcast, how are you rethinking participation in your classroom conversations?

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Access your Student Assets and Status Inventory THEN write on the whiteboard a few of the descriptors you wrote to characterize your students’ assets, participation, and status.

As a group, let’s identify themes in the terms we use to characterize our students’ assets, participation, and status

Equitable Math Instruction Project Part 2

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Let’s identify:

Terms/characteristics associated with students’ “assets”,
Terms/characteristics associated with “positive” and “productive” participation
Terms/characteristics associated with “negative” and “unproductive” participation
Terms/characteristics associated with students who have low status
Terms/characteristics associated with students who have high status

Equitable Math Instruction Project Part 2

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What connections are there between/among

our students’ assets, participation and status in our math classes?

Equitable Math Instruction Project Part 2

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Talk about your use of Co- Learning Tool 2, in particular

What students did you (or do you want) to confer with?
What you did or want to talk about when co-conferring with each focal student?
What did you learn about your students’ strengths, understandings, and/or experiences when co-conferring?
When during your lesson did you co-confer with your focal students?
What challenges did you experience when co-conferring with your focal students?

Equitable Math Instruction Project Part 2

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Let’s share about our use of the Co- Learning Tool 2:

How did it go co-conferring with your focal students?! In particular

What questions did you ask/what did you talk about when co-conferring with each focal student?
What did you learn about your students’ strengths, understandings, and/or experiences when co-conferring?
When during your lesson did you co-confer with your focal students?
What challenges did you experience when co-conferring with your focal students?

What are you thinking about/keeping in mind as you plan to use the Co-Learning Tool 2 again this term?

What do we need to adjust for this project?

Equitable Math Instruction Project Part 2

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Let’s discuss

How do classroom norms shape/influence/connect with our students’ assets, participation, and status in math classes?

Given this, what norms do/would we want to establish and maintain in our classes? How can/could we establish these norms?

Equitable Math Instruction Project Part 2