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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
6. Discussion on experiences with FA
7. Discourse in the match classroom
8. Planning for school visits
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
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
Activity on Edmodo
Videos from Secondary and Elementary Classrooms
Secondary (Gr. 7): Adding & Subtracting Integers
Elementary (Gr. 6): Math Magic
Video-based discussion platform
Video-based Lesson Study
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
Practices of High-Quality Teaching
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):
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?
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?
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
Supporting Good Math Talk Moves in the Classroom
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
High cognitive tasks/questions
More open questions
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: [email protected]
Dr. Gyeong Mi Heo: [email protected]
Lei Nong : [email protected]
Karen Rye: [email protected]
Tina Morotti: [email protected]
Sandra Frechette: [email protected]
Thank you and good luck with implementing Math Talk Moves!