Presentation Transcript

1. Unlocking Student's Mathematical Minds Through Discourse

   Gretchen Muller Oakland Unified School District CAMT July 12, 2013

2. Background

3. Background

   Oakland Unified School District

4. Background

   Oakland Unified School District

5. Background

   Oakland Unified School District 87 schools 36,000+ students 39% Hispanic 31% African American 11% White 32% English Learners 11% Students w/Disabilities 11% Chronic Absence 63% Graduation Rate 42% UC/CSU A-G requirements 5 1/2 average years of teaching experience

6. 3 C’s

   Culture Conditions Competency

7. Culture

   In a society - the beliefs, way of life, art, and customs that are shared and accepted by people in a particular society In a group - the attitudes and beliefs about something that are shared by a particular group of people or in a particular organization

8. Conditions

   A mode or state of being A state of health or readiness Social position; rank A prerequisite A qualification Existing circumstances

9. Competency

   The quality of being adequately or well qualified physically and intellectually.

10. Problems of Practice

    Creating a safe and supportive environment. Ensuring equitable participation Giving access to and producing language. Developing flexible thinking and multiple strategies. Making learning visible.

11. The Transition

    Content Signature Pedagogies Professional Learning

12. Content

    Core Curriculum Units Key Learning Experiences Instructional Toolkit
13. Using only the digit 8 and the + sign, how can you get to 1000?

14. TEKS

    “Problem solving in meaningful contexts, language and communication, connections within and outside mathematics, and formal and informal reasoning underlie all content areas in mathematics.” “Students will effectively communicate mathematical ideas, reasoning, and their implications….” “Students will display, explain, or justify mathematical ideas and arguments using precise mathematical language in written and oral communication.”

15. Discourse

    Begins with the task “Ask, Don’t Tell” In order for us to listen, students need to talk about meaningful mathematics.

16. Key Learning Experiences

    MARS Tasks Problems of the Month Formative Assessment Lessons (FAL) Inside Mathematics-www.insidemathematics.org Mathematics Assessment Project -map.mathshell.org

17. Signature Pedagogies

    Number Talks Participation Quizzes 3 Read Strategy

18. Number Talks

    Sue’s Method10% of 120 is 12 because 10% is 1/10 of 100% and 1/10 of 120 is 12 5% is ½ of 10% so 5% of 120 is 6 85% is 15% less than 100% so 120 – 12 – 6 = 102 What is 85% of 120? Hector’s Method10% of 120 = 12 80% is 8 x 10% 8 x 12 = 96 5% is ½ of 10% so 5% is 6 = 102 85% is 80% + 5% 96 + 6

19. Participation Quiz

20. 3 Read Strategy

21. 3 Read Strategy

    Rosa entered a math contest at school. There were 10 problems in the contest. Half of them were worth 3 points if solved correctly and half were worth 5 points if correct. Any problem that was answered incorrectly counted 1 point off. Each contestant had to answer exactly 5 questions, but they could choose how many of each kind they wanted to try.
22. 1st read – What is the context? What is this about?

    3 Read Strategy

    Rosa entered a math contest at school. There were 10 problems in the contest. Half of them were worth 3 points if solved correctly and half were worth 5 points if correct. Any problem that was answered incorrectly counted 1 point off. Each contestant had to answer exactly 5 questions, but they could choose how many of each kind they wanted to try.
23. 1st read – What is the context? What is this about? 2nd read – What are the quantities?

    3 Read Strategy

    Rosa entered a math contest at school. There were 10 problems in the contest. Half of them were worth 3 points if solved correctly and half were worth 5 points if correct. Any problem that was answered incorrectly counted 1 point off. Each contestant had to answer exactly 5 questions, but they could choose how many of each kind they wanted to try.
24. 1st read – What is the context? What is this about? 2nd read – What are the quantities? 3rd read – What mathematical questions could we ask?

    3 Read Strategy

    Rosa entered a math contest at school. There were 10 problems in the contest. Half of them were worth 3 points if solved correctly and half were worth 5 points if correct. Any problem that was answered incorrectly counted 1 point off. Each contestant had to answer exactly 5 questions, but they could choose how many of each kind they wanted to try.
25. 1st read – What is the context? What is this about? 2nd read – What are the quantities? 3rd read – What mathematical questions could we ask?

    3 Read Strategy

    Rosa entered a math contest at school. There were 10 problems in the contest. Half of them were worth 3 points if solved correctly and half were worth 5 points if correct. Any problem that was answered incorrectly counted 1 point off. Each contestant had to answer exactly 5 questions, but they could choose how many of each kind they wanted to try. Question: If Rosa got 80% of his questions correct and scored 17 points, how many of each kind of question did she get right?

26. 3 Read Strategy

27. Problems of Practice

    Creating a safe and supportive environment: Participation Quiz Ensuring equitable participation: Participation Quiz Giving access to and producing language: 3 Read Strategy Developing flexible thinking and multiple strategies: Number Talk Making learning visible: Number Talk, Participation Quiz, 3 Read Strategy

28. Learning Community

    Principals – 1st Tuesday Teachers – 2nd Wednesday Teacher Leaders – 3rd Monday Site-based Professional Learning Communities (PLC) – 1 to 2 Wednesdays

29. Tools for Administrators

    5 x 8 card Instructional Rounds

30. 5x8 Card

31. 5x8 Card

32. Instructional Rounds

33. High-Leverage Practices

    Making content explicit through explanation, modeling, representations, and examples. Leading a whole-class discussion. Eliciting and interpreting individual students' thinking. Establishing norms and routines for classroom discourse central to the subject-matter domain. Implementing organizational routines, procedures, and strategies to support a learning environment. Setting up and managing small group work. Appraising, choosing, and modifying tasks and texts for a specific learning goal.

34. Thank You

    Gretchen Muller gretchen.muller@ousd.k12.ca.us