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The Facilitator: Professional Learning in Mathematics

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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The Facilitator: Professional Learning in Mathematics

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  1. The Facilitator:Professional Learning in Mathematics Breakout 3

  2. 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

  3. 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.

  4. 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.

  5. 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.

  6. 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.

  7. Activity 3: Math Moves

  8. Activity 4: Intriguing? • As a group, select one card with something that intrigues you.

  9. Activity 4: Daunting? • Now select one that is daunting.

  10. Activity 5: Pairs • Select a pair that might go together.

  11. Activity 6: Naming You’re going to call me WHAT!?

  12. 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.

  13. 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.

  14. 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?

  15. 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?

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