Welcome to ITP 524:

Secondary Math Methods

Class 9: Wednesday May 31

Agenda

1. Welcome!
2. Check In (4:45-5:15pm)
3. Wrap Up Equitable Participation Projects (5:15 - 6:15pm)
4. Learning Theories Application Revisited (6:15 - 6:40pm)

Learning Objectives

Teachers will …

• Identify their personal learning philosophy and how their philosophy applies to their (future) classroom
• (Continue to) Identify ways to acknowledge and affirm students’ (math) strengths and competencies in order to honor their ideas and foster/preserve a positive math identity

Course Standards

Teachers will …

• Develop teaching strategies which can facilitate students’ mathematical thinking and understanding (e.g., identifying mathematical tasks that use multiple tools and representations to foster students’ conceptual growth)
• Recognize and appreciate the value of collaboration through your interactions in the course and begin to see yourself as part of a larger community of mathematics educators who are involved in creating learning environments for students that emphasize thinking, reasoning, problem solving, and the communication of mathematical ideas.

Check In

4:45 - 5:15pm

Check In

How’s it going?!

Wrap Up Equitable Participation Projects

5:15 - 6:15pm

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, 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

Provide Feedback

Cultural Competence

(A Student’s)

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

Teaching Math for Social Justice

Wrap Up Equitable Participation Projects

Let’s think about what we have learned while doing the

Equitable Participation Projects this year

​

Please respond to the prompts on the whiteboards around the room:

1. What have we learned about our students’ assets, identities, experiences, and perspectives this year AND how these influence student participation and engagement in our classes?
2. What new ideas, understandings or questions do you have related to viewing students in assets-based ways and/or providing feedback to acknowledge and affirm student (math) strengths and competencies?
3. How do we think our own biases shape what and how we notice (i.e., attend, interpret, and respond to) and provide feedback about student work/thinking?

Wrap Up Equitable Participation Projects

Student Personal Assets: “Specific background information that students bring to the learning environment. Students may bring interests, knowledge, dispositions, everyday experiences, family backgrounds, and so on, which a teacher can draw upon to support learning.”

Student Cultural Assets: “The cultural backgrounds and practices that students bring to the learning environment, such as traditions, languages and dialects, worldviews, literature, art, and so on, that a teacher can draw upon to support learning.”

Student Community Assets: “The common backgrounds and experiences that students bring from the community where they live, such as resources, local landmarks, community events and practices, and so on, that a teacher can draw upon to support learning .”

(edTPA handbooks)

Identity Wheel Activity

Wrap Up Equitable Participation Projects

How can/might we continue to co-learn about

student engagement and participation in the future

(in order to recognize, understand, and disrupt inequitable patterns of student participation)?

Learning Theories Application Revisited

6:15 - 6:40pm

Learning Theories Application Revisited

Please share the following with your partner(s):