Common Core Circles - Monitoring

1. Common Core Circles - Monitoring

2. Common Core Circles A Joint Venture of CMC-S and CAMTE

3. Practices for Orchestrating Classroom Discussion in the Mathematics Classroom • Anticipating student responses to challenging mathematical tasks; • Monitoring students’work on and engagement with the tasks; • Selecting particular students to present their mathematical work; • Sequencing the student responses that will be displayed in a specific order; and • Connecting different students’ responses and connecting the responses to key mathematical ideas. Smith, Margaret S., Stein, Mary Kay; 5 Practices for Orchestrating Productive Mathematics Discussions; NCTM; 2012

4. Goals • Participants will understand what monitoring looks like in a Productive Common Core Mathematics classroom. • Evidence, what evidence? • You want me to probe? What? • Struggle, who me?

5. Task Instructions • Read the task. • Work on the task alone for two minutes, then in a small group. • When completed, share your work with others.

6. Candy Jar • A  candy  jar  contains  5  Jolly  Ranchers   &  13   Jawbreakers. Suppose  you  had  a  new  candy jar  with  the  same  ratio  of  Jolly  Ranchers  to Jawbreakers,  but  it  contained  100  Jolly   Ranchers.   How  many  Jawbreakers  would  you  have?    Explain  how  you   know. • Complete the  task in  as  many  ways  as  you  can • When  done,  share  your  work  with  a neighbor.

7. Monitoring Student Learning: What are Teachers Doing? What could evidence of productive thinking be? Listen Elicit & gather evidence. Reflect Respond to questions with prompts. Observe and engage Interpret thinking.

8. What could evidence of productive thinking be? Elicit & gather evidence. Respond to questions with prompts. Interpret thinking. • Keep questions at an appropriate level of difficulty. • Ask students to comment or elaborate on one another's answers. • Ask questions that build on, but do not take over or funnel, student thinking. • Ask questions that probe thinking and require explanations and justification. • Ask questions that make the mathematics more accessible for student examination and discussion. • Allow sufficient wait time so that more students can formulate and offer responses.

9. Evidence from Formative Assessment • Once we know what it is that we want our students to learn, then it is important to collect the right sort of evidence about the extent of students’ progress toward these goals. • Black and Wiliam, 1998

10. Evidence Embedded in Teaching • Opportunities for pupils to express their understanding should be designed into any piece of teaching, for this will initiate the interaction whereby formative assessment aids learning. • Black and Wiliam, 1998

11. Question Planning • Planning such questions takes time and should be done before the lesson, so the teacher can address students’ confusion during the lesson (instead of the next day.) • Black and Wiliam, 1998

12. Balancing • Keeping questions at an appropriate level of difficulty. • Neither too easy nor too hard. • Questions that encourage constructive struggling.

13. Probing Questions • Ask questions that build on, but does not take over or funnel, student thinking.

14. Probing Questions • Clarification, “What did you mean by___?” • Purpose “Why did you say ____?” • Accuracy “How does that compare with what you said earlier?” • Examples “Sorry I don’t fully understand. Can you give an example?”

15. Constructive Struggling MP1: Make sense of problems and persevere in solving them.

16. Questioning for MP 3 Construct viable arguments and critique the reasoning today. • Probe for student justification of solutions. • Invite students to reflect on their ideas. • Allow students to play active roles in their own and each other's learning.

17. Instructions • Analyze and discuss student solutions to the task. • What do you “hear” the students saying? • How do the students understand the math involved? • What is your evidence of this? • Generate questions to further probe student thinking of the mathematics in each solution.

18. Student A • Questions: • Can you explain this? • What did the circles and the squares in each jar represent? • How does this picture help you solve the problem? • What is your next step in solving the problem? • How do you know you have 100 JR? • Why did you draw 20 jars? • What is the solution? • What are you trying to find? • Can you add numbers to the picture?

19. Student B • Questions: • What is your conclusion from your table? • Do you notice any patterns? • What relationships do you notice? • Can you make a rule? • Are there other ways that you could have done this? • Is there a way to make the table smaller? • How does this solution compare to Student A? • How did you generate your table?

20. Student C 100  JR  is  95  more  than  the  5  I  started  with.  So  I  will  need  95  more  JB  than  the  13  I  started  with. 5  JR  +  95  JR  =  100  JR 13  JB  +  95  JB  =  108  JB • Questions: • What is the ratio? • What is different from your strategy and Student B? • What did Student B do differently? Where is the ratio? • Why did you add the same number to both (since we started with different numbers)? • Can you make a model/draw a picture?

21. Student D                  (x20)      5  JR       --- 100 JR 13  JB       ---  260 JB                                          • Questions: • Why did you set it up that way? Explain your thinking. • Is there another way you could solve this (to confirm your answer)? • What does “20” represent? • How does the ratio of 5JR and 13 JB compare to 100 JR? and 260 JB?

22. Student E • Questions: • How did you determine 1 JR is equal to 2.6 JB? • How would you explain how to work with ratios? What does it mean? • Can you put in a rate table? • What is the context/limitations of having 2.6 JR; are there real world issues? • How does Student D compare with Student E? (x100) 1 JR  100 JR 2.6 JB  260 JB (x100)

23. Student F • Questions: • Describe your graph. • Why did you choose the jolly ranchers as your domain? • How did you decide what numbers to use to graph? • What does the slope represent? • What are some of your ordered pairs? • What is the solution? Ho

24. The Mathematics • Jolly Ranchers: • Claims • Domains and Conceptual Categories • Depth of Knowledge • Standards for Mathematical Practice • California Common Core Mathematics Content Standards

25. Conclusion • Participants have experienced what monitoring looks like in a Productive Common Core Mathematics classroom. • Evidence, how do you know when your response makes sense? • You want me to probe? Questions to go deeper not to funnel. • Struggle, who me? Productive struggling is how we learn something new. Struggle on!!!

26. Common Core Circles Committee Members Who Worked on Presentation • Bruce Arnold • Diana Ceja • Diane Kinch • Annette Kitagawa • Melanie Maxwell • Jennifer Montgomery • Lisa Usher-Staats • Sara Munshin • Michael Farber • Bruce Grip • Rosa Serratore • Dina Williams

27. Things To Do • Handout AK and BA – 16 • Student work-2 column • The Mathematics • The Candy Jar Problem • Tasks for other levels: white paper • 40 handouts

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