Using Students’ Conversations to Launch Effective Written Responses

1. Using Students’ Conversations to LaunchEffective Written Responses Janis Freckmann DeAnn Huinker Milwaukee Public Schools University of Wisconsin-Milwaukee freckmjl@milwaukee.k12.wi.us huinker@uwm.edu National Council of Teachers of Mathematics (NCTM) Annual Meeting Anaheim, California, April 2005 www.mmp.uwm.edu Based upon work supported by the National Science Foundation Grant No. EHR-0314898.

2. Principles & Standards The ability to read,write, listen, think, and communicate about problems will develop and deepen students' understanding of mathematics. NCTM, 2000, p. 194

3. Session Goals • Become familiar with using “think aloud” strategies to support student talking, thinking, and writing. • Analyze the developmental impact of “think alouds” in student work.

4. Adapted from : National Research Council. (2001). Adding it up: Helping children learn mathematics.

5. How many Big Macs can you buy for $20? Big Macs cost $2.32.

6. What do students need to do to become better problem solvers? Engaging in Problem Solving

7. Good Problem Solvers Become aware of what they are doing and frequently monitor, or self-assess, their progress or adjust their strategies as they encounter and solve problems. Principles & Standards (NCTM, 2000), p. 52

8. What do teachers do to promote problem solving in their classrooms? Ask questions. Share ideas for entry points. Don’t tell too much. Provide discussion time. Engaging in Problem Solving

9. Reflective Habits of Mind“Metacognition” • Before we go on, are we sure we understand this problem? • Do we have a plan? • Are we making progress or should we reconsider what we are doing? • Why do we think this is true? Principles & Standards (NCTM, 2000), p. 54

10. Thinking About Your Thinking Anticipating Monitoring Confirming

11. Why Use “Think Alouds?” To model and demonstrate the usually hidden mental processes that enable learners to be successful. Stephens & Brown (2005), p. 49

12. Putting the Strategyinto Practice • Phase 1Teacher Models StructureStudents Engage in Reasoning • Phase 2Pairs “Try Out” Thinking Aloud • Phase 3Students Think Aloud Independently

13. Think Aloud Process Task Clarification • Do I understand what the problem is about? (restate the problem) • Close your eyes and envision what is happening. (visualize the situation)

14. Think Aloud Process Task Clarification • Do I understand what the problem is about? (restate the problem) • Close your eyes and envision what is happening. (visualize the situation) Clarification of Content and Context • What is here that I might not understand?

15. Think Aloud Process Task Clarification • Do I understand what the problem is about? (restate the problem) • Close your eyes and envision what is happening. (visualize the situation) Clarification of Content and Context • What is here that I might not understand? Where to Start • How am I going to begin to solve this?

16. If you sleep about 30% of each day, estimate how many hours you have slept by the time you are 8 years old. Explain your reasoning.

17. Continuing the “Think Aloud” Process Thinking about the Solution • What is your answer going to tell you? • How does the answer relate to the problem? • What are different ways to approach and solve this problem? • In what ways do these various approaches compare to your method?

18. Student Work • Teacher Focus • Compare how the task changed. • Draw inferences about the teacher’s instruction. • Student Focus • Describe the student’s progress in his/her written responses (e.g., clarity, detail, organization/structure).

19. Lessons Learned: Teacher #1 “Think alouds are a great for helping students organize their thinking. It helps every child have a place from which to start their work. The steps the students find the most useful are finding the important information and restating what the problem is asking.” “In using think alouds, I have the opportunity to delve into my students’ thinking.”

20. Lessons Learned: Teacher #2 Students have been able to easily solve what used to be difficult problems. More students participate during math lessons. Students also seem to demonstrate more confidence and a willingness to work on any problem.

21. Effective Problem Solvers • Make sure they understand the problem: • Carefully read. • Ask questions until they understand. • Develop a plan. • Constantly monitor & adjust their work. • If not on the right track, they consider alternatives and do not hesitate to take a completely different approach. Principles & Standards (NCTM, 2000), p. 54

22. Why Use “Think Alouds?” • Thinking aloud is one of the most powerful strategies in a teacher’s repertoire. • Its purpose is to model and demonstrate the usually hidden mental processes that enable learners to be successful. • As a teacher’s thinking becomes explicit, it helps students understand processes used to construct meaning & solve problems. • Students then use their own think alouds. Stephens & Brown (2005), p. 49

23. Thank you! www.mmp.uwm.edu Janis Freckmann freckmjl@milwaukee.k12.wi.us DeAnn Huinker huinker@uwm.edu

24. Extras The following three slides provide sample questions teachers can use as they work with students: • To promote problem solving. • To help students who get stuck. • To check student progress.

25. To promote problem solving… • Tell the problem in your own words. • Close your eyes and explain what you see happening in the problem. • What do you need to find out? • What information do you have? • Describe a strategy you are going to use? • Explain how your answer will connect to the problem.

26. To help students who get stuck… • How would you describe the problem in your own words? • Explain the facts you know are in the problem. • Draw a picture of the problem. • How is your partner going to solve the problem? • Let’s change the numbers and then try to solve the problem.

27. To check student progress… • Why does your answer makes sense? • Explain your work to your partner. • Explain your partner’s work to another. • Share your thinking on your method. • Compare how you solved the problem to how _____ solved the problem. • Is there a more efficient strategy? • Would this way work with other numbers? • Does anyone have the same answer but another way to explain it?