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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 • Math activity • Case Discussion • Teacher Moves • Teacher Learning

  9. Math Activity • Consider the following numbers: 1.14, .089, .3. a. Put these numbers on a number line. b. Represent the numbers with base-ten blocks. c. Represent the numbers on 10-by-10 grids. d. If you like, generate a representation of your own • In general, a representation will highlight some aspects of the mathematics and not illuminate (or even suppress) others. For each of the three representations in problem 1 (and your owwn representation if you generated one), explain what mathematical ideas each highlights and what mathematical ideas are not captured or seen in the representation.

  10. Case Discussion • Student Thinking • Teacher Moves

  11. Case Discussion Part One: Student Thinking • The students in this fifth grade class are trying to determine which of two answers (2.06 or 1.529) is correct. As you read the case, trace the development of the mathematics by describing the mathematical ideas and issues in each of these passages: 1. Lines 275 to 303 2. Lines 303 to 317 3. Lines 317 to 36 4. Lines 336 to 362 5. Lines 362 to 280 6. Lines 381 to 396

  12. Case Discussion Part Two: Teacher 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?

  13. Five Instructional Practices to support Discussions in Mathematics Class 1) anticipating student responses 2) monitoring students’ responses 3) selecting particular responses for whole group discussion 4) sequencing the responses 5) making mathematical connections among the responses

  14. 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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