Using Rich Tasks to Build Mathematical Rigor

1. #INspirEDmath Using Rich Tasks to Build Mathematical Rigor Emily Bruning Elementary Math and Science Specialist ebruning@doe.in.gov @MrsBruning 317-232-9142 @EducateIN @MrsBruning

2. In Today’s Session Our purpose is to: Our purpose is to: Explore tasks and strategies aimed at increasing engagement through the promotion of student discourse. Discuss the importance of productive struggle and the teacher’s role in developing those skills in the math class. @EducateIN @MrsBruning

3. A Vision for Ambitious Instruction • Mathematics learning is an ACTIVE process. • Students construct mathematical knowledge through exploration, discussion, and reflection. • Teachers are facilitators of student learning, as they engage students in rich tasks. (NCTM, Principles to Actions, 2014) @EducateIN @MrsBruning

4. Eight Effective Teaching Practices • Establish mathematics goals to focus learning. • Implement tasks that promote reasoning and problem solving. • Use and connect mathematical representations. • Facilitate meaningful mathematical discourse. • Pose purposeful questions. • Build procedural fluency from conceptual understanding. • Support productive struggle in learning mathematics. • Elicit and use evidence of student thinking. @EducateIN @MrsBruning

5. Implement Tasks That Promote Reasoning and Problem Solving Adapted from: John Hattie’s (2017, p. 244) summation from Principles to Action (National Council of Teachers of Mathematics, 2014) @EducateIN @MrsBruning

6. Facilitate Meaningful Mathematical Discourse Adapted from: John Hattie’s (2017, p. 244) summation from Principles to Action (National Council of Teachers of Mathematics, 2014) @EducateIN @MrsBruning

7. Pose Purposeful Questions Adapted from: John Hattie’s (2017, p. 244) summation from Principles to Action (National Council of Teachers of Mathematics, 2014) @EducateIN @MrsBruning

8. Support Productive Struggle in Learning Mathematics Adapted from: John Hattie’s (2017, p. 244) summation from Principles to Action (National Council of Teachers of Mathematics, 2014) @EducateIN @MrsBruning

9. Which One Doesn’t Belong? Take a moment to think alone. Talk with your table. We will share out in 1 min! @EducateIN @MrsBruning

10. Which One Doesn’t Belong? “The only whole number.” -3rd grade student “This has the biggest numbers.” -2nd grade student “There are no dots on the bottom.” -Kindergarten student “This has the smallest number.” -1st grade student @EducateIN @MrsBruning

11. King Kong King Kong rearranges the city skyline. King Kong removes the top floor from every skyscraper. He then makes a new skyscraper out of these floors. He now organizes the skyscrapers tallest to shortest. He sits back for a second and begins again… Can you predict the next iteration? @EducateIN @EducateIN @MrsBruning

12. King Kong It ends in an endless loop! Can loops be of any size? Do you think you can find a loop of size six?

13. Bottoms Up Hundreds Chart Why do you go down the chart when you are going up in quantity?

14. Three-Act Tasks How many tiles are in the bag? Are there enough tiles to cover the table? Estimate. Write down a guess. Act 1 - The Tease @EducateIN @EducateIN @MrsBruning

15. Three-Act Tasks Act 2 - The Information What information would be useful to figure this out? Write down some questions you may have in your head right now. @EducateIN @EducateIN @MrsBruning

16. Three-Act Tasks Act 3 - The Reveal! @EducateIN @EducateIN @MrsBruning

17. Open Tasks Using digits one to nine exactly once, fill in the boxes to create and place four fractions on the number line. @EducateIN @MrsBruning

18. Funneling vs. Focusing What would you ask? What would you have done? Did she get the answer correct? @EducateIN @MrsBruning

19. Funneling vs. Focusing @EducateIN @MrsBruning

20. A Few Simple Beliefs Building our students intuition means that we need to co-construct the learning together. We need to start where our students are… with their own ideas! Mark Chubb, Building Mathematicians Concepts > Procedures Visuals > Symbols Reasoning > Answer Getting @EducateIN @MrsBruning

21. A Few Simple Beliefs • The most productive discourse involves students thinking about, reasoning about, and making sense of mathematical ideas, problems, concepts, or even procedures. • Engaging in mathematically rich tasks that challenge students somewhat beyond what they already know can set the stage for rich discourse around mathematical ideas. • Students get used to the notion that it’s ok to struggle a bit over a challenging problem, even to make a mistake, knowing that the discussion that evolves from their struggle is likely to lead to better understanding. • NCTM has suggested that the most effective student learning arises when tasks are carefully selected to elicit thinking and when the teacher poses questions that support the development of reasoning. @EducateIN @MrsBruning

22. Productive vs. Unproductive @EducateIN @MrsBruning

23. Math Framework Success Criteria • Academic Vocabulary • Vertical Articulation • Looking Ahead/Looking Ahead • Universal Strategies for Struggling Mathematicians • EL Considerations • Special Education Considerations • Practical Examples/Digital Resources Check it out! Math Framework @EducateIN @EducateIN @MrsBruning

24. MATHAPALOOZA Classroom teachers and coaches are the target audience, although the support of building level administrators is highly encouraged! Open up traditionally closed problems to promote student discourse, provide opportunities for productive struggle, and to support students in risk-taking and sense-making Explore and develop rich tasks that support the eight mathematics teaching practices Interactive and engaging full day session with guided implementation and collaboration opportunities embedded throughout the day Click HERE to register! @EducateIN @MrsBruning

25. Online Student Course @EducateIN @MrsBruning

26. Get Connected! #INspirEDmath Newsletter Click here to subscribe! @EducateIN @EducateIN @MrsBruning

27. Updates from IDOE Office of School Improvement Literacy Mathematics Social-Emotional Learning High Ability Indiana Academic Standards @EducateIN @EducateIN @MrsBruning

28. Contact Information for Assessment Dr. Charity Flores Director of Assessment cflores@doe.in.gov Dr. Kristine David Assistant Director of Assessment, Content kdavide@doe.in.gov Sholonda Trice Assistant Director of Assessment strice@doe.in.gov Kelly Connelly Senior Assessment Specialist, ILEARN kconnelly@doe.in.gov Tricia Stephens Assessment Specialist, Testing Security tstephens@doe.in.gov Stephanie Thompson Assessment Specialist, I AM sthompson2@doe.in.gov Mary Williams Assessment Specialist, High School, Formative mwilliams@doe.in.gov Mark O’Malley Assessment Specialist, IREAD-3 momalley@doe.in.gov @EducateIN @EducateIN

29. Resources for Understanding ILEARN Released Items Repository • Sample items (at least 10 per grade and content area) and scoring guides • Student supports and tools Content Resources • Test Blueprints • Item Specifications • Content-Specific Webinars • Performance Level Descriptors • Scoring Rubrics IDOE Guidance • Technology and BYOD Policies • Scheduling and Timing Guidance • ILEARN ECA Participation • Accessibility and Accommodations • Calculator Policy • Educator Scoring Flyer • Updated FAQ Assessment Literacy • Educator and parent brochures • Assessment development infographic • Recorded training webinars @EducateIN @EducateIN

30. Thank you! Emily Bruning Elementary Math and Science Specialist ebruning@doe.in.gov @MrsBruning Use this URL to access today’s slides. It will ask you to make a copy, then you can take notes and share how you please. http://bit.ly/OSIK6math @EducateIN

31. Resources Digital Resources @EducateIN @EducateIN @MrsBruning