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CCRS Meeting # 3 Planning for Mathematical Rigor

CCRS Meeting # 3 Planning for Mathematical Rigor. http://alex.state.al.us/ccrs/. Guidelines for Today’s Learning. Be open to and respect all points of view. Listen with an open mind and expect to learn from one another.

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CCRS Meeting # 3 Planning for Mathematical Rigor

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  1. CCRS Meeting # 3Planning for Mathematical Rigor http://alex.state.al.us/ccrs/

  2. Guidelines for Today’s Learning Be open to and respect all points of view. Listen with an open mind and expect to learn from one another. Accept responsibility for active and equitable participation by each group member. Check for understanding. Before you counter an idea, be sure you fully understand what has been said. Allow think time – before and after someone speaks. Welcome questions.

  3. Next Steps What actions have you had the opportunity to implement since the last CCRS meeting? • Reflect and identify 1-2 mathematics teaching practices that you want to begin strengthening in your own school\district • Develop a list of actions to begin the next steps of your journey toward ensuring mathematical success for all of your students. • What support do I still need?

  4. Outcomes Outcomes Participants will: Make connections between rigor and questioning. Analyze a video and discuss evidence of purposeful questioning. Discuss and identify ways to support teachers as they plan and implement purposeful questioning.

  5. 8 Effective High-Leverage Instructional Teaching Practices for Mathematics Establish mathematics goals to focus learning Implement tasks that promote reasoning and problem solving Use and connect mathematical representations Facilitate meaningful mathematical discourse Pose purposeful questions Build procedural fluency from conceptual understanding Support productive struggle in learning mathematics Elicit and use evidence of student thinking NCTM Principles to Actions, 2014, p.10

  6. Rigor Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels. (Blackburn, 2008)

  7. Posing Purposeful Questions NCTM Principles to Actions, 2014, pg. 35. “Effective mathematics teaching relies on questions that encourage students to explain and reflect on their thinking as an essential component of meaningful mathematical discourse. Purposeful questions allow teachers to discern what students know and adapt lessons to meet varied levels of understanding, help students make important mathematical connections, and support students in posing their own questions.”

  8. What connections do you make? • Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels. (Blackburn, 2008) • Effective mathematics teaching relies on questions that encourage students to explain and reflect on their thinking as an essential component of meaningful mathematical discourse…(NCTM, 2014)

  9. Questioning Effective teaching of mathematics uses purposeful questions to assess and advance students’ reasoning and sense making about important mathematical ideas and relationships. NCTM, 2014

  10. Pose Purposeful Questions Handout #3 Please read the excerpt from Principles to Actions (pages 36-37.) Highlight 2 or 3 Big Ideas Find a partner from a different table/group to discuss your Big Ideas

  11. Pose Purposeful Questions Teacher and Student Actions NCTM Principles to Actions, 2014, pg. 41.

  12. Bubble Gum Task

  13. Bubble Gum Task

  14. Types of Questions

  15. Debrief Video\Transcript

  16. Thinking Through a Lesson Protocol

  17. Trace the progression of questioning across the continuum Models effective Questioning when leading colleagues in professional learning… Leads colleagues in the formulation of essential Questions… Use Effective Questioning strategies to engage the learners … Uses effective Questioning strategies to facilitate learner interactions and discussions Formulate and use Questions to engage students…

  18. Wrap Up What Else?

  19. Next Steps • Reflect on where you and/or your district are now. • What goals might you set as next steps of your journey toward ensuring mathematical success for all of your students. • What support do I still need?

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