CCRS Quarterly Meeting # 3 Promoting Discourse in the Mathematics Classroom

1. CCRS Quarterly Meeting # 3Promoting Discourse in the Mathematics Classroom http://alex.state.al.us/ccrs/

2. Outcomes Participants will: • develop and categorize assessing and/or advancing questions that will help move students toward mathematical goals • analyze a video, in which the practice of effective questioning is being used, to determine its impact on teaching and learning • analyze a vignette in which the practice of monitoring is being used and determine the impact on teaching and learning • prepare to share resources with district - LEA team and colleagues

3. Morning Session Participants will: • develop and categorize assessing and/or advancing questions that will help move students toward mathematical goals • analyze a video, in which the practice of effective questioning is being used, to determine the impact on teaching and learning

4. Alabama Quality Teaching Standards 1.4-Designs instructional activities based on state content standards 2.7-Creates learning activities that optimizeeach individual’s growth and achievement within a supportive environment 5.3-Participates as a teacher leader and professional learning community member to advance school improvement initiatives

5. Alabama Quality Teaching Standards EQuIP Rubric Targets a set of grade-level CCRS Mathematics standard(s) to the full depth of the standard for teaching and learning. Standards for Mathematical Practices that are connected to the content are identified and handled in a grade appropriate manner.

6. Trace the progression of questioning across the continuum. EQuIP Rubric Engages students in productive struggle through relevant, thought-provoking questions, problems and tasks that stimulate interest and elicit mathematical thinking.

7. The Integrating and Innovating Work of the CCRS Implementation Team

8. Next Steps from QM#2 Identify standards and select a high level task. Plan a lesson with colleagues. Anticipate student responses, errors, and misconceptions. Write assessing and advancing questions related to student responses. Keep copies of planning notes. Teach the lesson. When you are in the Explore phase of the lesson, tape your questions and the students responses, or ask a colleague to scribe them. Following the lesson, reflect on the kinds of assessing and advancing questions you asked and how they supported students to learn the mathematics.

9. Journal Reflection When you planned your lesson, what do you think you gained by developing questions prior to the “Explore” phase that helped assess and advance students’ learning?

10. Examine and Plan Questions

11. In summary, does this quote remind you more of an assessing or advancing question? Teachers’ questions are crucial in helping students make connections and learn important mathematicsconcepts. Teachers need to know how students typically think about particular concepts, how to determine what a particular student or group of students think about those ideas, and how to help students deepen their understanding. Weiss & Pasley, 2004

12. Part 2: Supporting Students’ Exploration of the Task“Explore Phase” • Part II of the TTLP categorizes questions into three types: • Focusing student thinking • Assessing student thinking or • Advancing student thinking

13. Discussing AssessingQuestions Listen as several assessing questions are read aloud. Consider how the assessing questions are similar to or different from each other. Are there any questions that you believe do not belong in this category and why? What are some general characteristics of the assessing questions?

14. Discussing Advancing Questions Listen as several advancing questions are read aloud. Consider how the advancing questions are similar to or different from each other. Are there any questions that you believe do not belong in this category and why? What are some general characteristics of the advancing questions?

15. Assessing Questions Based closely on the work the student has produced. Clarify what the student has done and what the student understands about what s/he has done. Provide information to the teacher about what the student understands. Advancing Questions Press students to think about something they are not currently thinking about. Use what students have produced as a basis for making progress toward the target goal. Move students beyond their current thinking by pressing students to extend what they know to a new situation. Characteristics of Questionsthat Support Students’ Exploration EQuIP Rubric Teachers and lessons “use a range of questions…requiring students to demonstrate their mathematical understanding independently” [assessing],and have “an effective sequence and progression of learning where the concepts or skills advance and deepen over time.”

16. Categorizing Questions Review transcript from Next Step assignment Use a highlighter to identify questions you labeled as assessing and advancing Talk with your elbow partner

17. Looking For Patterns Explain how a question can be used to assess one student’s thinking while the same question can be used to advance the thinking of another student. What message do you send to students if you ask ONLY assessing questions? Do we ask more content-focused questions or questions related to the mathematical practices? What have you learned about assessing and advancing questions that you can use in your classroom tomorrow?

18. A Visit to a Classroom Geometry – Building a Playground

19. Outcomes Participants will: • develop and categorize questions as assessing and/or advancing questions that will help move students toward mathematical goals • analyze a video in which the practice of effective questioning is being used to determine the impact on teaching and learning

20. LUNCH

22. Outcomes Participants will: • analyze a vignette in which the practice of monitoring is being used, and determine the impact on teaching and learning • prepare to share resources with district - LEA team and colleagues

23. The Five Practices (+) 0. Setting Goals and Selecting Tasks 1. Anticipatingstudent responses to challenging mathematical tasks; 2. Monitoring students’ work on and engagement with the tasks; 3. Selecting particular students to present their mathematical work; 4. Sequencing the student responses that will be displayed in a specific order and 5. Connecting different students’ responses and connecting the responses to key mathematical ideas.

24. Monitoring What is monitoring? Why is it important to teaching and learning?

25. Monitoring

26. What Will The Teacher Need To Include In This Process? • Listening in on what students are saying • Observing what the students are doing • Keeping track of the approaches that students are using • Identifying the approaches that can help advance the mathematical discussion later in the lesson • Asking questions that help students make progress on the task • Those that will get students back on track if students are following an unproductive or inaccurate pathway • Those that will press students who are on the right course to think more deeply about why things work the way they do (M Smith & Stein, 2011)

27. The Case Of Nick Bannister List the strategies on the monitoring sheet Read Calling Plans: The Case of Nick Bannister (Part 2—Monitoring)

28. The Case Of Nick Bannister How did your monitoring notes compare to Nick Bannister’s?

29. The Case Of Nick Bannister • Identify specific things that Nick does to support his students’ learning. • Consider how the data that Nick collected in his chart could be useful to him as he helps students and prepares for the end-of-class discussion.

30. Reflection Explain how you plan on implementing one idea explored today. “If I watch and listen during small group independent work, I am then able to use my observations to decide what and who to make focal” during whole-class discussion. Lampert(2001, page 140)

31. Next Steps (to prepare for QM#4) The QM #4 goal is to be able to select, sequence and connect student work in order to orchestrate a whole-class discussion that targets the mathematical purpose(s) of the lesson. Identify standards and select a high level task and plan a lesson to implement that task. Anticipate student responses, errors, and misconceptions. Write assessing and advancing questions related to student responses. Keep copies of planning notes. Teach the lesson. When you are in the Explore phase of the lesson, monitor what students are doing. Identify/record the approaches that can help advance the mathematical discussion later in the lesson Collect student work samples and bring to the next Quarterly Meeting.

32. Outcomes Participants will: • analyze a vignette in which the practice of monitoring is being used and determine the impact on teaching and learning • prepare to share resources with district - LEA team and colleagues

33. Wrapping up…..

34. . Resources • Brahier, D.J. (2000). Teaching Secondary and Middle School Mathematics. Boston: Allyn & Bacon • Fennema, E. & Franke, M. (1992). Teachers’ knowledge and its impact. In Douglas Grouws (Ed.). Handbook of research on mathematics teaching and learning (pp. 147 - 164). Indianapolis, IN: Macmillan Publishing Inc. • Kenney, J.M., Hancewicz, E., Heuer, L., Metsisto, D., Tuttle, C. (2005). Literacy Strategies for Improving Mathematics Instruction. Alexandria, VA: Association for Supervision and Curriculum Development.

35. Resources • Sherin, M. G., Mendez, E. P., Louis, D. A. (2000) Talking About Math Talk. Learning Mathematics for a New Century: 2000 Yearbook of the NCTM. Reston, VA: National Council of Teachers of Mathematics. • Smith, M. S., & Stein, M. K. (2011). 5 Practices for Orchestrating Productive Mathematics Discussions. Reston, VA: National Council of Teachers of Mathematics and Thousand Oaks, CA: Corwin Press. • Smith, M.S., Hughes, E.K., & Engle, R.A., & Stein, M.K. (2009). Orchestrating discussions. Mathematics Teaching in the Middle School, 14 (9), 549-556.