TE 801 Week 7

1. TE 801 Week 7 Planning for Discussions

2. Agenda • Orange Juice Task • Task • Videos • Learning from Student Work • Classroom Discussions Planning for Discussions • What is a high level task? Task Sort Activity • Learning through Interviews • Meetings with students

3. The Problem

5. Classroom Discussions Text • Open you books to page 176: Ms, Wong’s Lesson plan • Read the information in the grey box • Talk in your groups about the connections between the goals, confusion and the questions—be prepared to share what you noticed

6. Classroom Discussion Text Turn to page 182. • Make a list of all the questions Mrs. C asks. • Identify them as high or low level questions. • Be prepared to describe your categorization

7. Task Sorting Activity Without solving the tasks, think about what the tasks are really asking students to do and understand. Sort them into categories of high or low. Be prepared to say why you sorted them the way you did.

8. Assessing through Interviews Interviews are worth the time they take because they enable teachers to: • Gain insights into the student’s understanding of concepts and procedures and identify any misconceptions or error patterns, • Observe how he or she reasons, • Learn how well the student can communicate mathematical ideas, and • Discover the student’s disposition toward mathematics. As we assess a student’s disposition toward mathematics, we should focus on more than interest in mathematics; we need to look for evidences regarding confidence, curiosity, flexibility, inventiveness, and perseverance.

9. Interviews cont. An interview is not just “oral testing” to determine whether a student can do a task. When we interview a student, we need to think like an assessor and ask ourselves questions like these listed by Wiggins and McTighe: • What would be sufficient and revealing evidence of understanding? • How will I be able to distinguish between those who really understand and those who don’t (though they may seem to)? • What misunderstandings are likely? How will I check for these? Using these two examples, answer the three questions above: The class is learning to add with regrouping 43 87 + 75+ 49

10. Dexter… Dexter computes as follows: 43 87 + 75+ 49 118 1216 Listen to the interview. What do you know about what Dexter knows and needs to learn?

11. Your Discussion Lessons in groups Go back to your discussion lessons • Is the task a high level task? • What questions have you identified to ask in class? • Are they connected to the goals and confusions/misunderstandings?