Tag Archives: Dave Johnston

#T3IC: Using technology alongside #SlowMath to promote productive struggle

At the 2018 International T³ Conference in San Antonio, Jennifer Wilson (@jwilson828) and I presented the following two hour power session.

Using technology alongside #SlowMath
to promote productive struggle

How might we shift classroom culture so that productive struggle is part of the norm? What if this same culture defines and embraces mistakes as opportunities to learn? One of the Mathematics Teaching Practices from the National Council of Teachers of Mathematics’ (NCTM) “Principles to Actions” is to support productive struggle in learning mathematics. We want all learners to make sense of tasks and persevere in solving them. The tasks we select and facilitate must offer opportunities for each learner to develop connections and deepen their conceptual understanding.

Join us to learn more about #SlowMath opportunities that encourage students to persevere through challenging tasks instead of allowing their struggle become destructive. This session will address:

  • How might we provide #SlowMath opportunities for all students to notice and question?
  • How do activities that provide for visualization and conceptual development of mathematics help students think deeply about mathematical ideas and relationships?

Here’s the agenda:

8:30 Introductions
8:40 Intent and Purpose

  • Principles to Actions
  • #SlowMath
  • Norms (SMPs)
8:45 3-2-1 Bridge Visible Thinking Routine
8:50 Using Structure to Solve a Task – Circle-Square Task

9:55 3-2-1 Bridge Visible Thinking Routine

  • 2 questions around Productive Struggle (share one with partner and listen to one of partner)
10:00 Construct a Viable Argument to make your thinking visible:
Does (x+1)²=x²+1?

10:25 3-2-1 Bridge Visible Thinking Routine

  • In the chat, 1 analogy/metaphor/simile for Productive Struggle
10:30 Close

Here’s my sketch note of our plan:

Dave Johnston (@Johnston_MSMath) recorded his thinking and learning and shared it with us via Twitter.

And, a little more feedback from Twitter:

Cross posted on The Slow Math Movement

#SlowMath: looking for structure and noticing regularity in repeated reasoning #T3IC

At the 2018 International T³ Conference in San Antonio, Jennifer Wilson (@jwilson828) and I presented the following 90 minute
session.

#SlowMath: looking for structure
and noticing regularity in repeated reasoning

How do we provide opportunities for students to learn to use structure and repeated reasoning? What expressions, equations and diagrams require making what isn’t pictured visible? Let’s engage in tasks where making use of structure and repeated reasoning can provide an advantage and think about how to provide that same opportunity for students.

Here’s my sketch note of our plan:

Dave Johnston (@Johnston_MSMath) recorded his thinking and learning and shared it with us via Twitter.

Cross posted on The Slow Math Movement

#T3IC Leading Learners to Level Up: Deepening Understanding of Mathematical Practices

At the 2018 International T³ Conference in San Antonio, Jennifer Wilson (@jwilson828) and I presented the following 90-minute session. 

Leading Learners to Level Up:
Deepening Understanding of Mathematical Practices

We say: Persevere! Express regularity in repeated reasoning! Be precise! Show your work!… But what if I can’t yet? How might we make our thinking visible to empower our young learners to become self-correcting, self-reliant and independent? How do we coach – what strategies do we use – to help learners to embrace the Common Core State Standards for Mathematical Practice? At the end of this session, participants should be able to say I can provide my learners leveled support on the Standards for Mathematical Practice on their journey towards mathematical proficiency. I can make my thinking visible to motivate learners to ask high quality questions. I can focus on the art of questioning and formative assessment tools to lead learners to level up.

Here’s the plan:

8:30
  1. Opening remarks
  2. Council (30 seconds each): Share your name, school and grade level(s) or course(s) with your table; How are you feeling this morning?
8:40 Make Sense of Tasks and Persevere Solving Them (SMP 1)

9:05 Look for & Make Use of Structure (SMP 7)

9:35 Look for & Express Regularity in Repeated Reasoning (SMP 8)

9:55 Goal setting: Back with my learners … Next steps

Here’s my sketch note of the plan for our session.

Dave Johnston (@Johnston_MSMath) recorded his thinking and learning and shared it with us via Twitter.