unlocking student's mathematical minds through discourse gretchen muller oakland unified school...
TRANSCRIPT
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Unlocking Student's Mathematical Minds Through Discourse
Gretchen MullerOakland Unified School District
CAMT July 12, 2013
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Background
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Background
Oakland Unified School District
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Background
Oakland Unified School District
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Background
Oakland Unified School District87 schools36,000+ students39% Hispanic31% African American11% White32% English Learners11% Students w/Disabilities11% Chronic Absence63% Graduation Rate42% UC/CSU A-G requirements5 1/2 average years of teaching experience
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3 C’s
• Culture
• Conditions
• Competency
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Culture
In a society - the beliefs, way of life, art, and customs that are shared and accepted by people in a particular society
In a group - the attitudes and beliefs about something that are shared by a particular group of people or in a particular organization
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Conditions
• A mode or state of being• A state of health or readiness• Social position; rank• A prerequisite• A qualification• Existing circumstances
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Competency
The quality of being adequately or well qualified physically and intellectually.
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Problems of Practice
• Creating a safe and supportive environment.
• Ensuring equitable participation• Giving access to and producing language.• Developing flexible thinking and multiple
strategies.• Making learning visible.
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The Transition
• Content
• Signature Pedagogies
• Professional Learning
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Content
• Core Curriculum Units
• Key Learning Experiences
• Instructional Toolkit
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Using only the digit 8 and the + sign, how can you get
to 1000?
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“Problem solving in meaningful contexts, language and communication, connections within and outside mathematics, and formal and informal reasoning underlie all content areas in mathematics.”“Students will effectively communicate mathematical ideas, reasoning, and their implications….”“Students will display, explain, or justify mathematical ideas and arguments using precise mathematical language in written and oral communication.”
TEKS
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Begins with the task
“Ask, Don’t Tell”
In order for us to listen, students need to talk about meaningful mathematics.
Discourse
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MARS TasksProblems of the MonthFormative Assessment Lessons (FAL)
Inside Mathematics -www.insidemathematics.org
Mathematics Assessment Project -map.mathshell.org
Key Learning Experiences
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Signature Pedagogies
• Number Talks• Participation Quizzes• 3 Read Strategy
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Number Talks
What is 85% of 120?Sue’s Method10% of 120 is 12 because 10% is 1/10 of 100% and 1/10 of 120 is 125% is ½ of 10% so 5% of 120 is 685% is 15% less than 100% so 120 – 12 – 6 = 102Hector’s Method10% of 120 = 1280% is 8 x 10% 8 x 12 = 965% is ½ of 10% so 5% is 6 = 10285% is 80% + 5% 96 + 6
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Participation Quiz
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3 Read Strategy
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3 Read StrategyRosa entered a math contest at school. There were 10 problems in the contest. Half of them were worth 3 points if solved correctly and half were worth 5 points if correct. Any problem that was answered incorrectly counted 1 point off.Each contestant had to answer exactly 5 questions, but they could choose how many of each kind they wanted to try.
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3 Read StrategyRosa entered a math contest at school. There were 10 problems in the contest. Half of them were worth 3 points if solved correctly and half were worth 5 points if correct. Any problem that was answered incorrectly counted 1 point off.Each contestant had to answer exactly 5 questions, but they could choose how many of each kind they wanted to try.
1st read – What is the context? What is this about?
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3 Read StrategyRosa entered a math contest at school. There were 10 problems in the contest. Half of them were worth 3 points if solved correctly and half were worth 5 points if correct. Any problem that was answered incorrectly counted 1 point off.Each contestant had to answer exactly 5 questions, but they could choose how many of each kind they wanted to try.
1st read – What is the context? What is this about?
2nd read – What are the quantities?
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3 Read StrategyRosa entered a math contest at school. There were 10 problems in the contest. Half of them were worth 3 points if solved correctly and half were worth 5 points if correct. Any problem that was answered incorrectly counted 1 point off.Each contestant had to answer exactly 5 questions, but they could choose how many of each kind they wanted to try.
1st read – What is the context? What is this about?
2nd read – What are the quantities?
3rd read – What mathematical questions could we ask?
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3 Read StrategyRosa entered a math contest at school. There were 10 problems in the contest. Half of them were worth 3 points if solved correctly and half were worth 5 points if correct. Any problem that was answered incorrectly counted 1 point off.Each contestant had to answer exactly 5 questions, but they could choose how many of each kind they wanted to try. Question: If Rosa got 80% of his questions correct and scored 17 points, how many of each kind of question did she get right?
1st read – What is the context? What is this about?
2nd read – What are the quantities?
3rd read – What mathematical questions could we ask?
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3 Read Strategy
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Problems of Practice
• Creating a safe and supportive environment: Participation Quiz
• Ensuring equitable participation: Participation Quiz
• Giving access to and producing language: 3 Read Strategy
• Developing flexible thinking and multiple strategies: Number Talk
• Making learning visible: Number Talk, Participation Quiz, 3 Read Strategy
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Learning Community
• Principals – 1st Tuesday• Teachers – 2nd Wednesday• Teacher Leaders – 3rd Monday• Site-based Professional Learning
Communities (PLC) – 1 to 2 Wednesdays
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Tools for Administrators
• 5 x 8 card• Instructional Rounds
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5x8 Card
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5x8 Card
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Instructional Rounds
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High-Leverage Practices
• Making content explicit through explanation, modeling, representations, and examples.
• Leading a whole-class discussion.• Eliciting and interpreting individual students'
thinking.• Establishing norms and routines for classroom
discourse central to the subject-matter domain.• Implementing organizational routines, procedures,
and strategies to support a learning environment.• Setting up and managing small group work.• Appraising, choosing, and modifying tasks and
texts for a specific learning goal.