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Agenda

Welcome! and Agenda (4:40 - 4:45pm)
Community Building Activity (4:45 - 5:00pm)
Math Lesson (5:00 - 6:10pm)
Break (6:10 - 6:40pm)
Equitable Math Instruction Project Part 2 (6:40 - 6:50pm)
Academic Language (6:50 - 7:15pm)
Posing Purposeful Questions (7:15 - 7:40pm)

edTPA writing days: 2.22 from 2-5pm AND 3.7 OR 3.8 from 9am-1pm

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Learning Objectives

Teachers will …

Describe features of “current” math education (student development of academic language, questioning)
(7.RP.A) Analyze proportional relationships and use them to solve mathematical problems in authentic contexts
Develop and reinforce an understanding of multiplication, division, and fraction aligned with the CCSS definitions
Use appropriate tools strategically and critique the reasoning of others (Standards for Math Practice)

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Course Standards

Teachers will …

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.
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)

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Community Building Activity

4:45 - 5:00pm

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Community Building Activity

Let’s form groups based on whether you plan to submit your edTPA for the March deadline OR April deadline

Chat with your edTPA group and check in (perhaps about the following):

Your plan/timeline for completing each prompt of the Task 1 Commentary
Your Context for Learning
When you did/will distribute and collect your permission forms

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Math Lesson

5:00 - 6:15pm

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Math Lesson

Oregon Math Standards

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Math Lesson

Oregon Math Standards

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Math Lesson

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Our First Math Lesson

How many windows are on this side of the Vanport Building?

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Our First Math Lesson

Our values for “Fair” Racial Composition in Congress

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Our First Math Lesson

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Our Second Math Lesson

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Our Second Math Lesson

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Our Second Math Lesson

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Math Lesson

Let’s check in about our meaning of fraction

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Math Lesson

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Math Lesson

Please do the following with your team:

Work on the The Free and Reduced Price Lunch Task as follows

for 20 minutes:

Read the math problem aloud
Each person independently works on task for a few minutes
Each person shares their solution for the problem (person gives

“full” explanation of their solution THEN other group members ask

a clarifying question about the solution, add on to the solution, or

reason about the solution - see below)

(Once each person has shared) Find a section of the whiteboard and write a collective solution for problem AND prepare to share your solution with our class

Clarifying question about the solution:“What do you mean by …?”, “Why do you think that?”, “Will you explain that again?”, “I have a question about …”, “I don’t quite understand. Can you explain it a little bit more?”, “How do you know your answer is right?”

Add on to the solution: “I would like to add …”

Reason about the solution: “I (dis)agree with your strategy because …”, “My strategy is like yours because …”, “My strategy is different from yours because …”

(Chapin, O'Connor & Anderson, 2009; Topcuoglu & Nelson (2018)

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Math Lesson

What math representations did we use today?

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6:20 - 6:50pm

Break Time!

Back at 6:50pm

Let’s check in about edTPA Writing Days

Saturday February 22 from 2-5pm

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

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Equitable Math Instruction Project Part 2

6:40 - 6:50pm

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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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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

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Academic Language

6:50 - 7:15pm

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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, Academic Language)

“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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Academic Language

Let’s write a description of each

Academic language demand in math: The vehicle with which academic language is accessed, used, and understood by students; is a type/mode of lesson required to engage

Math language function: types of conversational moves that are specific to math; tells students how they should engage with a problem/defines the action to be done (the verb)

Math vocabulary: explicit math definitions, (loosely defined) terms/phrases that mean something specific in math (that may be different than how the term/phrase is used in other contexts), OR math symbols

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Academic Language

Let’s write a description of each

Math discourse: talking the talk of doing math and discussing ideas using the web of representations; what makes math (verbal and written) discussion mathematical

Math syntax: the rules by which the language is organized in math contexts; conventions for assembling math language into meaningful statements or expressions

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Academic Language

What is an example of academic language

from our math lesson today?

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Math Lesson

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Math Lesson

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Math Lesson

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Math Lesson

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Group Members: Pete and Riley

Math language function: Translating an idea in everyday language into mathematical symbols.

Math vocabulary: Meaning of ∀,∃,∊,ᆨ

Math discourse: Using symbols to state “For all groups of 6 students in the set of “Free/Reduced Lunch” there exists a group of 4 students in the set of “Not Free/Reduced Lunch.”

Math syntax: how to interpret informal language that mimics formal language, the ordering of ∀ before ∊, ∃ before ∊

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Group Members: Dom, Reed

Math language function: Describe a proportional relationship, identify and extend a pattern

Math vocabulary: Number line, Double number line, increments on the number line, proportions, scaling

Math discourse: Diagram of a double number line, mathematical symbols

Math syntax: Labeling the axis on each line, what we are counting by for each tick mark, alignment of each increment with tally marks,

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Group Members: Scott & Dui & Zion

Math language function: Create a double number line representing the ratios given in the problem

Math vocabulary: Total, number line, whole, part, fraction, ratio, scaling, multiples, iteration

Math discourse: diagrams, symbolic notation

Math syntax: The orientation of the number line. Parallel number lines. Ticks are evenly spaced and aligned from one line to the other

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Academic Language

Please do the following with your group

Share examples of academic language demand from your edTPA lessons OR a lesson in your classroom this week

Write 1 example of an academic language demand on the whiteboard, including a description of the language function, math precision, vocabulary, AND discourse or syntax

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Posing Purposeful Questions

7:15 - 7:40pm

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PROMPT 1: What are focusing and funneling questions? What is the difference between the two?

’s Response

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Posing Purposeful Questions

Video activity on Posing Purposeful Questions

Let’s watch the Border Problem Video and follow along in the transcript for this lesson to find examples of the following types questions:

Focusing and Funnelling (Herbel-Eisenmann & Breyfogle)
Clarifying and Prompting Mathematical Reflection(Driscoll)
Help students share their representations and Help students make connections (Ontario Ministry of Education, p. 4)

Write examples of each type of question on the whiteboards

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