Tag Archives: @cheesemonkeysf

Embolden Your Inner Mathematician: Week 2 agenda

Elicit and use evidence of student thinking.

Effective teaching of mathematics uses evidence of student thinking to assess progress toward mathematical understanding and to adjust instruction continually in ways that support and extend learning.
  Principles to Actions: Ensuring Mathematical Success for All

Slide deck

7:15 Establishing Intent, Purpose, Norm Setting

8:00 Continuing Talking Points – Elizabeth Statmore (@chessemonkeysf)

8:15 Number SplatsSteve Wyborney (@SteveWyborney)
8:25 Fraction SplatsSteve Wyborney (@SteveWyborney)
8:45 Planning for Splats

9:00 Closure and Reflection

  • I learned to pay attention to…
  • I learned to ask myself…
  • A new mathematical connection is…
9:15 End of session

Homework:

  • Elicit and use evidence of student thinking using Splats. What will/did you learn?
  • Write to describe your quest for Closest to One using Open Middle worksheet with I can show my work so a reader understands without asking me questions.
  • Deeply Read pp. 207-211 from TAKING ACTION: Implementing Effective Mathematics Teaching Practices in K-Grade 5
    • What the Research says: Elicit and Use Evidence of Student Thinking
    • Promoting Equity by Eliciting and Using Evidence of Student Thinking
  • Read one of the following from TAKING ACTION: Implementing Effective Mathematics Teaching Practices in K-Grade 5
    • pp.183-188 Make a Ten
    • pp.189-195 The Odd and Even Task
    • pp. 198-207 The Pencil Task

 


Kelemanik, Grace, and Amy Lucent. “Starting the Year with Contemplate Then Calculate.” Fostering Math Practices.

Kaplinsky, Robert, and Peter Morris. “Closest to One.” Open Middle.

Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.

Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5. The National Council of Teachers of Mathematics, 2017.

Statmore, Elizabeth. “Cheesemonkey Wonders.” #TMC14 GWWG: Talking Points Activity – Cultivating Exploratory Talk through a Growth Mindset Activity, 1 Jan. 1970.

Wyborney, Steve. “The Fraction Splat! Series.” Steve Wyborney’s Blog: I’m on a Learning Mission., 26 Mar. 2017.

Embolden Your Inner Mathematician Week 1: Talking Points

How might we deepen our understanding of NCTM’s teaching practices? What if we team to learn and practice?

For our first session of Embolden Your Inner Mathematician, we focus on Subitizing and Number Talks: Elicit and use evidence of student thinking.

From Principles to Actions: Ensuring Mathematical Success for All

Elicit and use evidence of student thinking.
Effective teaching of mathematics uses evidence of student thinking to assess progress toward mathematical understanding and to adjust instruction continually in ways that support and extend learning.

And, from Taking Action: Implementing Effective Mathematics Teaching Practices in K-Grade 5

Meeting the demands of world-class standards for student learning requires teachers to engage in what as been referred to as “ambitious teaching.” Ambitious teaching stands in sharp contrast to what many teachers experienced themselves as learners of mathematics. (Smith, 3 pag.)

In ambitious teaching, the teacher engages students in challenging tasks and collaborative inquiry, and then observes and listens as students work so that she or he can provide an appropriate level of support to diverse learners.  The goal is to ensure that each and every student succeeds in doing meaningful, high-quality work, not simply executing procedures with speed and accuracy. (Smith, 4 pag.)

Worth repeating:

The goal is to ensure that each and every student succeeds in doing meaningful, high-quality work, not simply executing procedures with speed and accuracy.

Let’s pay attention to the whole child. Content is mission critical, but so are disposition and efficacy.  What if we learn more about our students disposition to support the social/emotional well-being of our mathematicians?  How might we elicit and use evidence of student thinking to understand  assumptions/beliefs about learning math?

We used the following exploratory talking points from Elizabeth Statmore:

To learn more about cultivating exploratory talk, read #TMC14 GWWG: Talking Points Activity – Cultivating Exploratory Talk through a Growth Mindset Activity.

What is we use powerful tools to elicit student thinking? How might we learn about students to deeply understand them as mathematicians?

And then, what actions do we take to ensure mathematical success for all?

#ChangeTheFuture

#EmbraceAmbitiousTeaching

#EmboldenYourInnerMathematician


Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.

Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5. The National Council of Teachers of Mathematics, 2017.

Statmore, Elizabeth. “Cheesemonkey Wonders.” #TMC14 GWWG: Talking Points Activity – Cultivating Exploratory Talk through a Growth Mindset Activity, 1 Jan. 1970.

Embolden Your Inner Mathematician: Week 1 agenda

Elicit and use evidence of student thinking.

Effective teaching of mathematics uses evidence of student thinking to assess progress toward mathematical understanding and to adjust instruction continually in ways that support and extend learning.
Principles to Actions: Ensuring Mathematical Success for All

Slide deck

7:15 Welcome, Materials, Q&A

7:30 Establishing Intent, Purpose, Norm Setting

  • Ambitious Teaching
  • NCTM’s Principles to Action
  • Read The Dot
7:45 Break for Birthday Breakfast
7:55 Talking Points from Elizabeth Statmore (@chessemonkeysf)

8:10 Subitizing (a.k.a. Dot Talks)
8:30 Number Talk
8:55 Planning

  • Anticipate
  • Plan to Monitor
  • Sequence anticipated responses
9:05 Closure
9:15 End of session

Homework:

Additional challenges


Kaplinsky, Robert, and Peter Morris. “Closest to One.” Open Middle.

Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.

Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5. The National Council of Teachers of Mathematics, 2017.

Statmore, Elizabeth. “Cheesemonkey Wonders.” #TMC14 GWWG: Talking Points Activity – Cultivating Exploratory Talk through a Growth Mindset Activity, 1 Jan. 1970.

Sketch notes from #TMC17 (a.k.a. Twitter Math Camp)

Becky Holden (@bholden86) and I attended Twitter Math Camp (#TMC17) at Holy Innocents Episcopal School in Atlanta, GA from Thursday, July 27 to Sunday, July 30.

This conference is by teachers, for teachers. The structure of TMC contains the following lengths of presentations:

  • Morning sessions (One session that meets Thursday, Friday and Saturday mornings for 2 hours each morning)
  • Afternoon sessions (Individual 1/2 hour sessions on Thursday)
  • Afternoon sessions (Individual 1 hour sessions Thursday, Friday and Saturday)

To honor Carl Oliver‘s (@carloliwitter) #PushSend request/challenge, here are my sketch notes from the sessions I attended.

Differentiating CCSS Algebra 1
— from drab to fab using Exeter Math 1 & Exploratory Talk
Elizabeth Statmore (@cheesemonkeysf)

The Politics(?) of Mathematics Teaching
Grace Chen (@graceachen)

What does it mean to say that mathematics teaching is political, and what does that mean for our moral and ethical responsibility as mathematics teachers?

Bridging elementary skills & concepts to high school & beyond
Glenn Waddell, Jr. (@gwaddellnvhs)

Micro-decisions in Questioning
David Petersen (@calcdave)

All I Really Need To Know I Learned From The MTBoS
…Not Really, But Close
Graham Fletcher (@gfletchy)

Hitting The Darn ‘Send’ Button
Carl Oliver (@carloliwitter)

Practical Ideas on the Kind of Coaching
We Need to Provide and Demand
Steve Leinwand (@steve_leinwand)

What is not captured in my notes is play: game night, trivia, crocheting, and tons of fun.

How might we grow, learn, and play in community when together and when apart?