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Exploring Cognitive Demand!

Exploring Cognitive Demand!. Bernard Rahming Lee Ann Pruske Rosann Hollinger Sharonda M. Harris December 8, 10, 14, 2009 Math Teacher Leader Meeting Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation.

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Exploring Cognitive Demand!

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  1. Exploring Cognitive Demand! Bernard Rahming Lee Ann Pruske Rosann Hollinger Sharonda M. Harris December 8, 10, 14, 2009 Math Teacher Leader Meeting Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

  2. What is the “one thing” you are bringing back from October’s assessment session on the Teaching & Learning Principle to share today?Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

  3. We Are Learning To . . . Understand and identify the cognitive demand levels of mathematical tasks. Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

  4. Success Criteria • We will be successful if at the end of the session, we can understand and identify the features of the four levels of cognitive demand of mathematical tasks. Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

  5. Building Academic Vocabulary • Self-Assess using the scale of 1-4 • Step 1: Cognitive Demand • Step 2: State in your own words • Step 3: Create a visual Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

  6. Cognitive Demand… • “The kind and level of thinking required of students in order to successfully engage with and solve the task.” Stein, Smith, Henningsen, & Silver, (2000) Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

  7. Reading: “Analyzing Mathematics Instructional Tasks” • Individually read the entire article. • Each person share one idea from the article at your table. Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

  8. Low Level Cognitive Demands Memorization Tasks Procedures Without Connections to understanding, meaning or concepts Tasks High Level Cognitive Demands Procedures With Connections to understanding, meaning or concepts Tasks Doing Mathematics Tasks Four Levels of Cognitive Demand in Mathematical Tasks

  9. Table Group Sort Activity • Lay out the 4 green category cards • Deal out the 8 blue Mathematical Task Cards to everyone in the group. • Refer to the “Task Analysis Guide” for criteria. • As you place your Mathematical Task cards into a category, explain your reasoning. • Help each other justify the placements.

  10. Cognitive Demands and Features Sample Tasks

  11. Success Criteria • We will be successful if at the end of the session, we can understand and identify the features of the four levels of cognitive demand of mathematical tasks. In your notebook, respond to the following: • Which of the four levels of cognitive demand are you most comfortable with -why? • Which one do you understand the least -why? • Something I want to know more about is…? Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

  12. Content up next! Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

  13. Debriefing the Lesson! • Discuss the mathematical tasks from the content session. • Come to consensus at your table on which of the cognitive demand levels best fits each of the mathematical tasks. Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

  14. Low Level Cognitive Demands Memorization Tasks Procedures Without Connections to understanding, meaning or concepts Tasks High Level Cognitive Demands Procedures With Connections to understanding, meaning or concepts Tasks Doing Mathematics Tasks Four Levels of Cognitive Demand in Mathematical Tasks

  15. TASKS As they appear in curricular/ instructional materials TASKS As set up by teachers TASKS As implemented by students Student Learning Mathematical Tasks Framework • Figure 1.3 A representation of how mathematical tasks unfold during classroom instruction. (Stein & Smith, 1998, Mathematics Teaching in the Middle School)

  16. Building Academic Vocabulary • Revisit Steps 2-3 • Self-Assess using the scale of 1-4 Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

  17. Your assignment for the New Year! In your textbook series… • “Procedures with Connections” Task… • “Doing Mathematics” Task • Make a copy of each task, and bring it with you to the January MTL meeting. • Please note grade level and publisher somewhere on your copies. • We will collect and keep your copies!

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