Gary S. Thomas, Ed.D. Superintendent Education Support Services MATHEMATICAL DISCOURSE Daily...
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Transcript of Gary S. Thomas, Ed.D. Superintendent Education Support Services MATHEMATICAL DISCOURSE Daily...
Gary S. Thomas, Ed.D.Superintendent
Education Support Services
MATHEMATICAL DISCOURSE
Daily Instruction1
Gary S. Thomas, Ed.D.Superintendent
Education Support Services
Objectives
• Modeling Discourse Activities• Assessing Discourse
Gary S. Thomas, Ed.D.Superintendent
Education Support Services
“We Learn…10% of what we read20% of what we hear30% of what we see
50% of what we see and hear70% of what we discuss
80% of what we experience 95% of what we teach others.”
-William Glasser
Gary S. Thomas, Ed.D.Superintendent
Education Support Services
Silent Debate
• Find your elbow partner: • One is “pro” the other “con”• Each pair has one pencil and one sheet
of paper• A topic is given and the “pro” goes first• The “pro” make a supportive statement in
writing• The “con” reads the statement and then
writes a comment against the topic
Gary S. Thomas, Ed.D.Superintendent
Education Support Services
Silent Debate
• The adoption of the common core state standards will lead to discourse in math classrooms.
3 minutes
Gary S. Thomas, Ed.D.Superintendent
Education Support Services
Math Verbs
’97 Standards Verbs• solve, demonstrate, understand
CCSS Verbs• explain, describe, justify, summarize
6
Gary S. Thomas, Ed.D.Superintendent
Education Support Services
Language in Mathematics
7
’97 Standards
47 Discourse Standards
43 Content K – 6th
4 Content 7th - HS
CCSS
108 Discourse Standards
89 Content K-12
11 Cluster Headings K-12
8 Standards for Mathematical Practice
Gary S. Thomas, Ed.D.Superintendent
Education Support Services
Mathematically proficient students…
– … justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose.
– …able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is.
– …try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose... (CCSS)
Gary S. Thomas, Ed.D.Superintendent
Education Support Services
Framework
• Instructional Strategies– Using Discourse in the Mathematics
Classroom– Writing
• see student thinking
– Number / Math Talks, Parrish –• creating an argument• defending thinking
– 5 Practices for Orchestrating Productive Mathematics Discussions. Smith and Stein • Role of the teacher
Gary S. Thomas, Ed.D.Superintendent
Education Support Services
Whip Around
–Everyone at the table makes brief comment about the video.
–Everyone gets to speak before you can speak again.
Gary S. Thomas, Ed.D.Superintendent
Education Support Services
Discourse in the classroom
• Setting the Stage• Funneling• Incorrect Solutions• Management Strategies• Assessing Teacher Questions
Gary S. Thomas, Ed.D.Superintendent
Education Support Services
Setting the Stage
• Messages about tasks, learning and expectations for students
• Relationships with the teacher• Relationships among students• Rules and management structures
Gary S. Thomas, Ed.D.Superintendent
Education Support Services
Give One Get One
• Read one of the three excerpts from the articles provided
• Record three ideas to share related to the article you read.
• Circulate and share ideas: for every idea given you receive one idea in return.
• Record the new ideas on your paper• Bring it back to your team to share.
Gary S. Thomas, Ed.D.Superintendent
Education Support Services
Classifying Discourse
• Read thorough the classroom discussions in the packets on your table
• Match the discussions with the table
Gary S. Thomas, Ed.D.Superintendent
Education Support Services
Classroom Video
• Model of discourse• What did you notice if the video about
the discourse?
Gary S. Thomas, Ed.D.Superintendent
Education Support Services
Math Talk
When Explaining I can say
When asking questions I can say
When needing helpI can say
I got my answer by….
This is the strategy that I used
First I, then I….finally I….
I think I am right because
I got a different answer
This is what I did….
How did you get that answer?
How did you know your answer was correct?
How do you know it’s true?
Can you tell me how you got that?
I don’t quite understand
I’m not sure about ____
Can someone explain that again to me
please?
Who gets it, cause I’m still confused?
Who can help me?
Dr. Ed D’Sousa, Secondary Director, Rialto USD
Gary S. Thomas, Ed.D.Superintendent
Education Support Services
Reciprocal Teaching
• In pairs, Student A pretends that Student B was absent and explains a concept from today.
• Switch roles and continue.
Gary S. Thomas, Ed.D.Superintendent
Education Support Services
Contact
• Michele Lenertz • PreK-6 Mathematics Coordinator
• Jeff Burke• Secondary Mathematics Coordinator