ccc-m f2f meeting_141210

Creating, Collaborating and Computing in Math

Enhancing the teaching and learning of mathematics using technology

Riverside School Board and McGill University- December 10th, 2014

1. Group norms and ground rules for participation

2. Activity on Edmodo

3. Brandon’s thesis

4. Videos-based lesson study

5. Lunch

6. Discussion on experiences with FA

7. Discourse in the match classroom

8. Planning for school visits

Agenda

ARRIVE ON-TIME AND PREPARED

REMAIN ON TASK /TOPIC

BE AN ACTIVE MEMBER OF THE GROUP

WITHOLD ALL JUDGEMENT

RESPECT OUR PEERS

RESPECT THE STUDENTS: no mention of names (looking at facts not behaviours)

REMAIN POSITIVE AND SUPPORTIVE

Group Norms

The CCC-M teachers are encouraged to

Visit the CCC-M Group on Edmodo (at least) once a week.

Check regularly new postings and the replies.

Post relevant messages to keep up-to-date on what is going on in our classrooms.

Reply to the others’ messages in a timely manner.

Feel free to communicate openly and interact freely.

Suggested Rules for Participation on Edmodo

Discussion

Activity on Edmodo

Brandon’s Thesis

Videos from Secondary and Elementary Classrooms

Secondary (Gr. 7): Adding & Subtracting Integers

Elementary (Gr. 6): Math Magic

Video-based discussion platform

Vialogues (https://vialogues.com/)

Video-based Lesson Study

Formative Assessment

Examples

Ticket-Out

Peer check

Ticket-In

Favorite No

You have identified the following:

1. Transfer of knowledge

2. Decoding Application Questions and Situational Problems

Identified Problem Areas in the learning of mathematics

Principles of High Quality Teaching

http://sitemaker.umich.edu/ltp/home

Practices of High-Quality Teaching

http://sitemaker.umich.edu/ltp/home

Who is doing most of the talking in the class?

Is the task rich enough to allow a good level of reasoning and conversation to happen?

Open Questions and Discourse

Talk moves (re-voicing and restating):

https://www.teachingchannel.org/videos/developing-communication-skills

Talk moves:

https://www.teachingchannel.org/videos/student-participation-strategy

Talk Moves

How do talk moves encourage students to make connections with each other?

Which talk moves do you use in your classroom? Which could you add?

Reflection

Can you tell me what … just said?

Can you repeat what … just said?

Re-voicing and Repeating

Can you say, in your own words, what … just explained?

Restating

Do you agree or disagree?

What can you add to what … just said?

What do you think about what … just said?

Apply Your Own Reasoning

https://www.teachingchannel.org/videos/teaching-ells-to-participate-in-discussions-ousd

Supporting Good Math Talk Moves in the Classroom

Videos

http://mathsolutions.wistia.com/medias/99txu2hv3q

http://mathsolutions.wistia.com/medias/k46tk935kw

Why Math Talk?

Five Major Reasons That Talk Is Critical to Teaching and Learning

1. Talk can reveal understanding and misunderstanding.

2. Talk supports robust learning by boosting memory.

3. Talk supports deeper reasoning.

4. Talk supports language development.

5. Talk supports development of social skills.

Why Math Talk™?

From Math Solutions founded by Marilyn Burns http://mathsolutions.com/common-core-support/math-talk/

Discourse Primer Toolhttp://tools4teachingscience.org/tools/discourse_tools/primer.html

I-R-E Rich Discourse Re-voicing

Probing

Pressing

Connecting ideas

High cognitive tasks/questions

More open questions

Initiation-response-evaluation

Partial answers

Fill in the blank

Read my mind

Guess what is in my head?

Yes or no answers

1 or 2 word phrase answers (closed questions)

How will you implement discourse in your classroom?

Plan Your Math Talk Moves

From Orchestrating Discussions (Mathematics Teaching in the Middle School, 2009)

1. Anticipating student 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 students responses that will be displayed in a specific order

5. Connecting different students’ responses and connecting the responses to key mathematical ideas

Following the 5 Practices Model

Complete the Tool for MonitoringStudents’ Explorations

Select Your Task and Anticipate Responses

Planning for School Visits

Dr. Alain Breuleux: alain.breuleux@mcgill.ca

Dr. Gyeong Mi Heo: gyeongmi.heo@mcgill.ca

Lei Nong : lei.nong@mail.mcgill.ca

Karen Rye: karen.rye@rsb.qc.ca

Tina Morotti: tina.morotti@rsb.qc.ca

Sandra Frechette: sandra.frechette@rsb.qc.ca

Thank you and good luck with implementing Math Talk Moves!