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Elements of a Mathematically Powerful Classroom

Elements of a Mathematically Powerful Classroom. Robert Preston CUSD Mathematics Coach. Yesterday. I dentified 7 essential shifts in classroom practice Made connections between mindsets, shifts and SMPs Began to process the importance discourse plays in all 3 So, for today.

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Elements of a Mathematically Powerful Classroom

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  1. Elements of a Mathematically Powerful Classroom Robert Preston CUSD Mathematics Coach

  2. Yesterday . . . • Identified 7 essential shifts in classroom practice • Made connections between mindsets, shifts and SMPs • Began to process the importance discourse plays in all 3 • So, for today . . .

  3. If you had 5 things to focus on inorder to improve mathematicsteaching, what would they be? And, How would you know they’re the right things?

  4. Why 5?(or fewer; no more that 7 or 8)? Difficult to focus on more than that . . . Think of the CA standards, with 40+ things to focus on at each grade level. How did we do?

  5. What properties should those 5things have? • They should be all you need • They should have a certain integrity on there own and should be able to be worked on in meaningful ways • They should be supported by research (opinion not enough) and professional development

  6. So, what do you think are the main (5-ish) dimensions of mathematically powerful classrooms? 120 seconds -- Quiet think time; generate your list of the 5 most important elements/dimensions. 4 minutes -- Turn and Talk with a neighbor about what made your list and why?

  7. So, what did someone else have on their list that you wish you had listed?

  8. According to Alan Schoenfeld • The Mathematics • The Cognitive Demand • Access to the Mathematical Content (Equity) • Agency, Authority and Identity • Uses of Assessment Teaching for Robust Understanding of Mathematics (TRU Math) scheme

  9. According to Alan • The Mathematics • The Cognitive Demand • Access to the Mathematical Content (Equity) • Agency, Authority and Identity • Uses of Assessment Teaching for Robust Understanding of Mathematics (TRU Math) scheme

  10. According to Alan • The Mathematics • The Cognitive Demand • Access to the Mathematical Content (Equity) • Agency, Authority and Identity • Uses of Assessment Teaching for Robust Understanding of Mathematics (TRU Math) scheme (A tool for capturing classroom practice)

  11. Our Target What might this look like in a/your classroom?

  12. Our Target What might this look like in a/your classroom?

  13. Our Target What might this look like in a/your classroom?

  14. Are These Elements Connected to . . . • Mindsets? • SMPs? • Shifts in practice? As with the CCSS content, is coherence to these elements vital for their development over time? How coherent are we, as a district, with: - the mathematics - cognitive demand - access to math content - agency, authority and identity - uses of assessment

  15. How Do We Get Our Classrooms Here? • Start with one or two of the elements; assess where you are an try to move forward • Start with the one that you believe to be your strength • Start simple and expand from there • Select one or two as a PLC focus • Use in planning • Use peers’ strengths as resources • Evaluate student work through its lens

  16. Teach Through Units, Not Lessons • Teach through the Mathematical Big Ideas • Identify connections within lessons to Big Ideas of the unit • Make them explicit for all to see e.g. (Grade 1, Lesson 9.7) Rufus has 2 dogs. He has taken them for a walk in the rain and needs to clean all of their paws. How many paws will he clean altogether?

  17. Grain size is a major issue • Mathematics is simplest at the right grain size. • “Strands” are too big, vague e.g. “number” • Lessons are too small: too many small pieces scattered over the floor, what if some are missing or broken? • Units or chapters are about the right size (8-12 per year) • Districts: • STOP managing lessons • START managing units Phil Daro

  18. Before a unit, you can ask: • How can I use the five dimensions to enhance my unit planning? After a unit, you can ask: • How well did things go? What can I do better next time? Planning next steps, you can ask: • How can I build on what I’ve learned? To do either of these, we need to start with the core questions.

  19. Before a lesson, you can ask: • How can I use the five dimensions to enhance my lesson planning? After a lesson, you can ask: • How well did things go? What can I do better next time? Planning next steps, you can ask: • How can I build on what I’ve learned?

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