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Examining Instructional Practices in a classroom and in a PD seminar

Examining Instructional Practices in a classroom and in a PD seminar. Virginia Bastable Vbastabl@mtholyoke.edu. Making Teaching Practice More Effective. Mary Kay Stein--steps to orchestrate mathematical discussion Peg Smith--how to maintain high cognitive demand

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Examining Instructional Practices in a classroom and in a PD seminar

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  1. Examining Instructional Practices in a classroom and in a PD seminar Virginia Bastable Vbastabl@mtholyoke.edu

  2. Making Teaching Practice More Effective • Mary Kay Stein--steps to orchestrate mathematical discussion • Peg Smith--how to maintain high cognitive demand • Megan Franke--identify high leverage instructional practices • Cognitively Guided Instruction

  3. Developing Mathematical Ideas New Editions Available April 09 • Building a System of Tens • Making Meaning for Operations

  4. Examining Instructional Practices via Teacher Moves • What do we see as significant and teachable teacher moves? • How to use published classroom cases to provide a common experience to identify teacher moves • How to use a case of teacher-educator to identify “facilitator” moves

  5. Encountering Teacher Moves… In the context of a DMI seminar

  6. Teacher Moves Explicit routines that can be integrated into other teachers’ practice

  7. Teacher Moves Noticed through the actions of the students “What kind of teacher moves would have this result?”

  8. Agenda for this session • Introduction • Small and Whole Group Discussiom • Math Activity • Case of a Teacher of Teachers • Participant experience • Facilitator Moves

  9. Instructional Moves are related to the lesson structure Small group work Whole group Individual work

  10. What does small group work offer: Students/ Participants? Teacher/ Facilitator?

  11. What does whole group format offer: Students/ Participants? Teacher/ Facilitator?

  12. Under 1 4 8 4 3 6 5 3 1

  13. Case Discussion • Student Thinking • Teacher Moves

  14. Case Discussion Part One:Participant Experience • 1. Describe the experience of each of these participants: Camisha Troy Gaye • Describe the development of the mathematics in this passage. As you do so, refer to line numbers

  15. Case Discussion Part Two: Facilitator Moves For each move you note respond to this set of questions: 1. What is the teacher move? 2. What can you infer about the teacher’s agenda for her students? 3. How does the teacher’s action connect with where she thinks her students are? 4. What do you think the teacher is trying to accomplish? 5. What is the impact of her move in terms of the ideas students engage with?

  16. Summary Discussion • What might teachers learn: About mathematics? About student thinking? About instructional practices? • What instructional practices would you call upon to support your teachers learning? • What might you want them to learn that is unlikely to be learned in this context?

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