the facilitator professional learning in mathematics n.
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The Facilitator: Professional Learning in Mathematics. Breakout 3. Breakout 3. Rational Objective: To identify underpinnings of effective facilitation of professional learning in mathematics Experiential Aim: To increase efficacy as a facilitator of professional learning in mathematics.

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Presentation Transcript
breakout 3
Breakout 3

Rational Objective:

  • To identify underpinnings of effective facilitation of professional learning in mathematics

Experiential Aim:

  • To increase efficacy as a facilitator of professional learning in mathematics
activity 1 hidden highlights
Activity 1: Hidden Highlights
  • Secretly record one highlight from the plenary on a yellow sticky.
  • Then give it to another participant to stick it on their forehead – no peeking!
  • Each participant will have one unknown highlight on their forehead.
activity 1 hidden highlights1
Activity 1: Hidden Highlights
  • You may ask any other participant two yes/no questions.
  • Once you have correctly identified your head highlight, post it on the Highlight Poster.
activity 2 reflection
Activity 2: Reflection
  • Reflect on the plenary messages.
  • Identify things that support effective facilitation of professional learning in mathematics, specifically.
  • Write one thing per card.
  • Try to use fewer than 5 words.
activity 3 math moves
Activity 3: Math Moves
  • While viewing the video, think about what identifies this learning experience as facilitation rather than presentation.
  • Did you notice any math moves?
  • Add any new statements to the blue sticky notes.
activity 4 intriguing
Activity 4: Intriguing?
  • As a group, select one card with something that intrigues you.
activity 4 daunting
Activity 4: Daunting?
  • Now select one that is daunting.
activity 5 pairs
Activity 5: Pairs
  • Select a pair that might go together.
activity 6 naming
Activity 6: Naming

You’re going to call me WHAT!?

activity 7 dotmocracy
Activity 7: Dotmocracy
  • Put a green dot on the stack that is the most relevant and important for your situation.
  • Put a red dot on the stack that is the least relevant and important for your situation.
activity 8 dialogue
Activity 8: Dialogue

Participation Guidelines:

  • Everyone has wisdom.
  • We need wisdom for the wisest results.
  • There are no wrong answers.
  • The whole is greater than the sum of its parts.
  • Each person will hear others and be heard.
activity 9 reflection
Activity 9: Reflection
  • Think about a time when you were a facilitator of professional learning of mathematics.
  • Consider our “stacks” and reflect on what you might have done differently. Why?
moving forward
Moving Forward
  • What needs to take place to increase the frequency of the use of these practices?
  • How will this dialogue and your reflections affect what you do in the coming year?
  • How can we support each other?