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Teaching and Learning Focus

Teaching and Learning Focus. Three Acts of a Mathematical Story. Act 1 – Introduce the central conflict of your story/task clearly, visually, viscerally, using as few words as possible. Act 2 – The protagonist/student overcomes obstacles, looks for resources, and develops new tools.

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Teaching and Learning Focus

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  1. Teaching and Learning Focus

  2. Three Acts of a Mathematical Story • Act 1 – Introduce the central conflict of your story/task clearly, visually, viscerally, using as few words as possible. • Act 2 – The protagonist/student overcomes obstacles, looks for resources, and develops new tools. • Act 3 – Resolve the conflict and set up a sequel/extension. Dan Meyer

  3. Before-During-After Task/Problem Posed • Before • Activate Prior Knowledge • Be Sure the Task/Problem is Understood • Establish Clear Expectations • During • Let Go! • Listen Actively • Provide Appropriate Hints • Provide Worthwhile Extensions • After • Promote a community of learners that includes all children • Listen actively without evaluation. • Summarize main ideas and identify future problems. Van deWalle, Karp, Bay-Williams

  4. Made this up… • Problem/Task • Engage Students • Tell me about it – discuss • Refine solution(s) • Next steps?

  5. Effective Teaching & Learning • Establish/select goal for the lesson • Provide a problem/task (Problem/Task) • Use and connect mathematical representations • Facilitate meaningful mathematical discourse (Engage Students, Discuss) • Pose purposeful questions (Discuss) • Build procedural fluency from conceptual understanding • Support productive struggle in learning mathematics • Elicit and use evidence of student thinking NCTM, 2014

  6. I do, We do, You do Fisher and Frey, 2007

  7. You do, We do, Now what? • I do – Implies telling, showing how. • We do – Implies watch me, I’ll show you how. Been there (we still are in some cases!) • You do together • You do on your own (problem-based learning starts here first – not last)

  8. So, what should we do? To advocate for the highest quality of mathematics instruction every day?

  9. What about grouping? What goes on in groups? How many groups Are expected? Work? What’s YOUR thinking here?

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