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Reflecting on Practice 2012

Reflecting on Practice 2012. Day 5. Revisiting Week One. We began by studying questions in existing contexts, using video and transcripts. We categorized questions and examined their impact on classroom discourse. Our learning goal is to become more intentional in the questions that we ask.

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Reflecting on Practice 2012

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  1. Park City Mathematics Institute

  2. Reflecting on Practice 2012 Day 5 Park City Mathematics Institute

  3. Revisiting Week One • We began by studying questions in existing contexts, using video and transcripts. • We categorized questions and examined their impact on classroom discourse. • Our learning goal is to become more intentional in the questions that we ask. Park City Mathematics Institute

  4. Black and Wiliam • This weekend you read “Working Inside the Black Box” by Black and Wiliam, and “Never Say Anything a Kid Can Say” by Reinhart. • Take a few minutes to: • Introduce yourself to your new tablemates • As a table, discuss what you thought was the main point of each article Park City Mathematics Institute

  5. Pushing and Probing • There are many fruitful ways to classify questions. • We want to use Black and Wiliam’s pushing/probing distinction as the overarching framework that we use to think about questions. Park City Mathematics Institute

  6. Today we are going to start from a math context, and develop our own questions. • We are going to focus on Systems of Equations, which is in the 8th grade CCSSM, but has typically appeared in an HS Algebra 1 course. Park City Mathematics Institute

  7. Planning for Implementation I Working In Pairs: • What are 3 learning goals related to solving systems of linear equations in two variables. i.e. What do you want students to know and be able to do? Consider: What common errors and problems would you expect to encounter in teaching students about systems of equations? Park City Mathematics Institute

  8. At Your Table: • Reach consensus on 3 to 5 goals. • Describe or show evidence of what students would do, say, or write to demonstrate each goal. • Record on chart paper. Park City Mathematics Institute

  9. With Your Table • develop questions to probe student thinking and to push students towards your learning goals… Park City Mathematics Institute

  10. but there is a twist… Park City Mathematics Institute

  11. You will be assigned a textbook. • You are expected to use the textbook as much as possible. • The textbook must form the basis of your classroom instruction. Park City Mathematics Institute

  12. With your table, agree on a lesson from the chapter on systems of equations • Focus on this lesson, as well as the lessons immediately before and after, so that you know where students are coming from, and where they are going next. • Read and make notes on what you find – if you would like, we are providing a handout to help you organize your thoughts. Park City Mathematics Institute

  13. Make a list of 3-4 pushing and probing questions that you could use with the textbook to help students achieve your learning goals. • How can you build on the questions that the book already asks? • What are you going to ask that is NOT already being asked by the book and why? Park City Mathematics Institute

  14. Debrief • What did you learn from using a textbook? Park City Mathematics Institute

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