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Welcome

Welcome. AFTERNOON SEATING INSTRUCTIONS Please get a card from Brian. Sit with colleagues who receive a card with the same number. We will begin at 1:00. Delaware Math Coalition Cohort 2 – How do I get groups to work?. 18 feb 2014. Small Groups. New Behaviors: DISCUSS AND DECIDE

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Welcome

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  1. Welcome AFTERNOON SEATING INSTRUCTIONS • Please get a card from Brian. • Sit with colleagues who receive a card with the same number. • We will begin at 1:00.

  2. Delaware Math CoalitionCohort 2 – How do I get groups to work? 18 feb 2014

  3. Small Groups New Behaviors: DISCUSS AND DECIDE GIVE REASONS FOR YOUR SUGGESTIONS

  4. Small Groups These expectations for mathematical interactions are called for in CCSS-M Practice Standard 3, Construct viable arguments and critique the reasoning of others. We’ll consider an activity that can help you to develop these socio-mathematical norms: Rainbow Logic. This is an exercise developed by the Family Math program at EQUALS in the UC Berkeley Lawrence Hall of Science to give the students practice in communicating their deductive thinking and spatial reasoning.

  5. Rainbow Logic The Grid Designer prepares a secret 4x4 color grid, using 4 squares of each color. All squares of the same color must be connected by at least one full side.

  6. Example of a Secret Grid

  7. Patterns Not Allowed

  8. Rainbow Logic Your team’s goal: To be able to give the location of all colors on the grid after as few questions as possible.

  9. Rainbow Logic • Recall: all squares of the same color must be connected by at least one full side. • Players ask for the colors in a specific row or column. • Grid Designer gives the colors, but not necessarily in order.

  10. Rainbow Logic Tasks for the grid designer as an observer: • Keep track of how often people gave reasons for their suggestions. • Watch the character of the discussion to see if people really discussed before they came to a decision.

  11. Rainbow Logic Group Debrief • What do you think this exercise was all about? • How do you feel about what happened in your group today? • What things did you do in your group that helped you to be successful in solving the problem? • What things did you do that made it harder? • What could the groups do better in the future?

  12. Rainbow Logic New Behaviors: DISCUSS AND DECIDE GIVE REASONS FOR YOUR SUGGESTIONS

  13. Engagement in Small Groups • To what extent does the teacher “control” the level of engagement? • How does the teacher “control” the level of engagement? • What teacher skills do I need to create the Quadrant 1 classroom? • What is my responsibility to get kids to do it? • What strategies do I already have? • What am I unsure how to do? • How do I set up the lesson to necessitate intellectual engagement?

  14. Whole Group

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