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Nate Franz Supervisor of Mathematics December 17, 2013

Nate Franz Supervisor of Mathematics December 17, 2013. Mathematics Leadership Academy. Back to Austin. First Draft. Final Draft. Targeted and specific feedback on wing shape and color . Promoting Understanding. These are the wing shape and color in mathematics!.

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Nate Franz Supervisor of Mathematics December 17, 2013

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  1. Nate Franz Supervisor of Mathematics December 17, 2013 Mathematics Leadership Academy

  2. Back to Austin First Draft Final Draft Targeted and specific feedback on wing shape and color.

  3. Promoting Understanding These are the wing shape and color in mathematics!

  4. Example from Last Month recognition statement Read through the feedback statement. What feedback components do you recognize from our time together last month? If this team came to you looking for revisions, what would you suggest? identify an issue suggested solution

  5. Feedback Statements • Recognition Statement • Identification of Issue • State aSuggested Solution All rooted in dimensions and core features, evidence-based, and student focused.

  6. Clever Hans How do we create Clever Hanses in our classrooms?

  7. Work the Task Mom makes small apple tarts, using three-quarters of an apple for each small tart. She has 20 apples. How many small apple tarts can she make?

  8. Nature of Classroom Tasks • Evaluate the task based on the Mathematical Task Framework and the Dimensions and Core Features that Promote Understanding. • What features of the task allow connections? • What mathematical valueis inherent in the task? Mom makes small apple tarts, using three-quarters of an apple for each small tart. She has 20 apples. How many small apple tarts can she make?

  9. Role of the Teacher and Social Culture Read the transcript of the students solving the “apple tart problem”. As you read, consider the Dimensions and Core Features. • What is the role of the teacher during this learning session? What are two things we can learn from Ms. Lombard? • What can you infer about the social culture of the classroom?

  10. Role of the Teacher • Selecting high-level task • Allow students to work without continual interruption and interference • Didn’t undermine the social culture they are trying to build

  11. Clever Hans How do we create Clever Hanses in our classrooms?

  12. Be Less Helpful

  13. Be Less Helpful

  14. Possible Inferences about Social Culture • Ideas and METHODS are valued • Students choose and SHARE their methods • MISTAKES are learning sites for everyone • Correctness resides in mathematical ARGUEMENT

  15. Summary of our Learning • Tasks predict performance! • Give feedback that promotes understanding • The math, task, instruction, assessment • Rooted in the Dimensions and Core Features • Less is more

  16. Reflection Based on what we’ve covered together the past four months, how can you fold our experiences and XX into your leadership in mathematics, Instructional Rounds and PLCs? What additional supports or assistance are still need to make this work thrive in every school and every classroom?

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