Routines
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Transcript of Routines
Routines
Discourse
Games
Investigations in Number, Data, and Space
“The three pillars of Investigations are the routines, the classroom discourse, and the games. If you are not doing these three things, you are not doing Investigations.” Dr. Susan Jo Russell Principal Author of Investigations
Routines
Classroom Routines
• Maintenance and refinement of skills
• Purposeful guidance– Scaffolding strategies
(This is not an “anything goes” program.)
– Bringing in mathematical ideas directly or indirectly
• Formative Assessment– Individual accountability
• Math journals
• 15 minutes EVERY day
Classroom Discourse
• Concept Development• Questioning is critical• Teacher needs to know the long-
range mathematical agenda• Teacher guides all discourse based
on the mathematical emphases of the lesson.
• “Glue” of the lesson• Students explaining
and justifying their solutions
• Closure is the most important part of the lesson.– Bulk of the lesson– Students compare methods
and results, analyze their work, and share conclusions
Discourse
Games
• Practice - “Practice should be meaningful and engaging.” NCTM 2000– Embedded in some
sessions– Choice Time
(Math Workshop)– Homework
Teacher’s Role: Observe and question students. (formative assessment) G
ames
“While professional development may result in improved mathematics instruction in individual classrooms, long lasting, school-wide change calls for substantive, ongoing, school-wide support. For this to happen, the leadership of the building principal is essential.” Marilyn Burns, 1999
Discussion• What are you observing in your
classrooms as it relates to this area?
• What things would you like to see happening to a greater extent in this area?
• What are you doing and what next steps might you take to help your teachers improve their practice in this area?
Routines
Discourse
Games