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Conferring

Conferring. Early Release Roseburg Public Schools-Elementary 1 st Trimester-2013. Today’s Goal. Teachers will learn and practice the Mathematically Productive Teaching Routine, Conferring with Student Mathematicians. Private Reasoning Time. Take about 5 minutes Do the math

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Conferring

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  1. Conferring Early Release Roseburg Public Schools-Elementary 1st Trimester-2013

  2. Today’s Goal • Teachers will learn and practice the Mathematically Productive Teaching Routine, Conferring with Student Mathematicians

  3. Private Reasoning Time • Take about 5 minutes • Do the math • Anticipate student approaches, including misconceptions and stuck points

  4. Share with a partner • Partner closest to the door shares first • Share ideas about student approaches and stuck points • Make sure each partner has an equitable voice

  5. During the video think about… • What does Sylas understand? • What’s the evidence? • Did you observe his “soft spots” or boundaries in his thinking? • How does the nature of the teacher/student interaction change in this clip?

  6. Video

  7. Debrief the video • What does Sylas understand? • What’s the evidence? • Did you observe his“soft spots” or boundaries in his thinking? • How does the nature of the teacher/student interaction change in this clip? (Discuss as a Table Group and be ready to share out.)

  8. Question Types Research says there are four types of questions • Focusing • Assessing • Advancing • Funneling

  9. Mathematically Productive Teaching Routine-Conferring with Student Mathematicians • Two purposes to asking genuine questions

  10. Conferring Protocol Read the 3 starred sections of document • Purposes of Conferring • Student Outcomes • Rationale for Assessing student questions

  11. Reflection • How does this Mathematically Productive Teaching Routine support students’ development of the math habits? • Record on key idea sheet

  12. Review Video Again • With a new perspective… Record both teacher questions and student responses as you watch the video a second time.

  13. Same video…new lens

  14. Debrief • Which questions uncovered the most student thinking? What characterized those questions? • Which questions didn’t reveal as much student thinking? What characterized those questions? • If you could ask Sylas one more question to better understand his thinking, what would it be? Why?

  15. One more question….

  16. Before we finish… • Please fill out the exit slip and leave on the center of your table before you leave. • Next week you will continue working in your own building with your principal on these questioning concepts. You will need to bring some student mathematics work next week to analyze. • STACK YOUR CHAIRS all going the SAME direction please!

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