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Successfully Implementing High- Level Tasks

Successfully Implementing High- Level Tasks. Bag of Marbles Task. Bag of Marbles Task. Examine the student work Were there additional strategies used by the students that were not discussed yesterday Which misconceptions discussed yesterday surfaced in the student work

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Successfully Implementing High- Level Tasks

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  1. Successfully Implementing High- Level Tasks Based on work by Dr. Margaret S. Smith, University of Pittsburgh

  2. Bag of Marbles Task Based on work by Dr. Margaret S. Smith, University of Pittsburgh

  3. Bag of Marbles Task • Examine the student work • Were there additional strategies used by the students that were not discussed yesterday • Which misconceptions discussed yesterday surfaced in the student work • Were there additional misconceptions beyond what was discussed yesterday Based on work by Dr. Margaret S. Smith, University of Pittsburgh

  4. TASKS as they appear in curricular/ instructional materials TASKS as set up by the teachers TASKS as implemented by students Student Learning Linking to Literature/ Research: The QUASAR Project The Mathematical Tasks Framework Stein, Smith, Henningsen, & Silver, 2000, p. 4 Based on work by Dr. Margaret S. Smith, University of Pittsburgh

  5. Planning for High level Tasks • High level mathematical tasks are often challenging to implement • One way to both control teaching with high-level tasks and promote student success with them is through detailed planning prior to the lesson Based on work by Dr. Margaret S. Smith, University of Pittsburgh

  6. Thinking Through a Lesson: Successfully Implementing High-Level Tasks Focus question: What are some implications for teaching and learning that the article implies? • Individually look for evidence in the article and highlight at least 3 implications cited by the authors • Discuss these implications at your table and create a poster of your team’s top 5 implications for teaching & learning Based on work by Dr. Margaret S. Smith, University of Pittsburgh

  7. Why Lesson Planning? During the planning phase, teachers make decisions that affect instruction dramatically. They decide what to teach, how they are going to teach, how to organize the classroom, what routines to use, and how to adapt instruction for individuals. Fennema & Franke, 1992, p. 156 Based on work by Dr. Margaret S. Smith, University of Pittsburgh

  8. Typical Lesson Plan Format • Goals and Objectives • Materials • Motivation • Lesson Procedure • Closure Based on work by Dr. Margaret S. Smith, University of Pittsburgh

  9. Typical Lesson Plan Format • Goals and Objectives • Materials • Motivation • Lesson Procedure • Closure Based on work by Dr. Margaret S. Smith, University of Pittsburgh

  10. Typical Lesson Plan Format • Goals and Objectives • Materials • Motivation • Lesson Procedure • Closure Based on work by Dr. Margaret S. Smith, University of Pittsburgh

  11. The Thinking Through a Lesson Protocol In what ways is this protocol different from other lesson protocols or formats you have used in the past? Based on work by Dr. Margaret S. Smith, University of Pittsburgh

  12. How is TTLP Different? • Focuses on students’ learning • Addresses ways to facilitate the learning of all students • Requires anticipating a range of solutions or solution strategies • Prompts the development of questions that will support students engagement and learning Based on work by Dr. Margaret S. Smith, University of Pittsburgh

  13. Background on the Thinking Through the Lesson Protocol (TTLP) • Framework for developing lessons • Dr. Margaret Smith- University of Pittsburgh • “As a teacher, how will you determine what your students learn and the effectiveness of your instruction?” • Developed as a result of nearly a decade of work on QUASAR at the Learning Research and Development Center at the University of Pittsburgh • “The effectiveness of a lesson depends significantly on the care with which the lesson plan is prepared.”- Brahier, 2000

  14. So What’s The Point? The purpose of the Thinking Through a Lesson Protocol is to prompt teachers in thinking deeply about a specific lesson that they will be teaching. The goal is to move beyond the structural components associated with lesson planning to a deeper consideration of how to advance students’ mathematical understanding during the lesson. This is not to say that structural components of a lesson are not important, but rather that a focus on structural components alone is not sufficient to ensure that students learn mathematics. Based on work by Dr. Margaret S. Smith, University of Pittsburgh

  15. Teacher reflection: “I may not have it sitting on my desk, going point to point with it, but I think: What are the misconceptions? How am I going to organize work? What are my questions? Those are the three big things I think about when planning a lesson.” Smith, Bill, Hughes- (MTMS, October 2008, p. 137)

  16. Picking a topic • Use the SAS portal including the PA standards, core standards, and curriculum framework sections to determine a topic for focused lesson planning

  17. The Tool • Selecting and Setting up a Math Task • ESTABLISHING mathematical goals for the lesson (what you want students to know and understand about mathematics as a result of the lesson) • DETERMINING prior knowledge and experiences which relate to the mathematical goals • SELECTINGa high-level math task to engage all students in meaningful learning of the mathematical goals • ANTICIPATING solutions, misconceptions, and errors that students might develop as they struggle with the task Based on work by Dr. Margaret S. Smith, University of Pittsburgh

  18. Curriculum Topic Study • How would Curriculum Topic Study help in the development of part 1 of the TTLP?

  19. Engagement in CTS • Find the guide in CTS that best links to your topic • Examine the resources from section III of the study guide to better define your learning goals • Determine the prior knowledge related to these goals by reviewing the appropriate pages from the Atlas (section V)

  20. Engagement in CTS • Complete the left side of the organizer regarding your current knowledge of appropriate teaching strategies and student misconceptions regarding your topic

  21. Engagement in CTS • Read the appropriate pages from the resources in sections II and IV to access the research regarding instructional implications and student learning • Complete the right side of the organizer while reading the research

  22. Selecting a task • Based on the your research, choose a task that will support students’ learning of the mathematical goals • SAS portal • Materials and resources • High level tasks on wikispace • www.teachingmathforlearning.wikispaces.com

  23. Thinking Through a Lesson Protocol • Based on your research, begin work on developing part 1 of the TTLP • Have all members of your group record answers to all questions in Part 1 of the TTLP or record all answers on Google Docs Based on work by Dr. Margaret S. Smith, University of Pittsburgh

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