Classroom Discussions: Chapters 1 & 2
Before Reading:
Linked below is the tri-fold study guide created for teachers to use as they read from the text. It is a way to record their thoughts and focus their attention on important concepts.
Linked below is the tri-fold study guide created for teachers to use as they read from the text. It is a way to record their thoughts and focus their attention on important concepts.
Follow-up Staff Development :
The following outline may be used to review chapters 1 & 2 during a staff meeting.
I. Group Review of Chapters 1 & 2 from the Classroom Discussions Book (30 min)
All staff members will review the information from chapters 1 & 2 through answering questions on a blackout board.
Blackout Review of Chapters 1 & 2
The following outline may be used to review chapters 1 & 2 during a staff meeting.
I. Group Review of Chapters 1 & 2 from the Classroom Discussions Book (30 min)
All staff members will review the information from chapters 1 & 2 through answering questions on a blackout board.
Blackout Review of Chapters 1 & 2
Materials needed for each reflective group:
-Square Post-It Notes -Pens/Pencils -1 Blackout Board |
Directions:
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Note: I like using the blackout board as the questions may be answered out-of-order; it promotes choice, and requires that all participants participate at some point! I had printed several copies of a Blackout "answer" document to have as I walk around and monitor the conversations.
II. Identify Talk Moves in Action (15-17 min.)
After completing the Group Review of chapters 1 & 2, teachers will practice identifying the five talk moves in a video clip. To aide in identifying the talk moves, a printed index card is provided to all staff members. This card has all five talk moves listed as well as possible sentence starters to assist them in trying out the moves. During this portion of the staff meeting, participants will use the card to assist them in identifying the talk moves used in the video clip.
The talk moves index card template is designed to be printed on 3"x 5" index cards run through a laser jet, desk-top printer (not a copy machine). To print on index cards, use the printer's envelope setting. Instead of running a standard envelope through the printer, run index cards through. This template is set up to allow printing on index cards in this manner.
Direct the staff to identify the talk moves that are being used in the video clip using the talk moves index card.
After completing the Group Review of chapters 1 & 2, teachers will practice identifying the five talk moves in a video clip. To aide in identifying the talk moves, a printed index card is provided to all staff members. This card has all five talk moves listed as well as possible sentence starters to assist them in trying out the moves. During this portion of the staff meeting, participants will use the card to assist them in identifying the talk moves used in the video clip.
The talk moves index card template is designed to be printed on 3"x 5" index cards run through a laser jet, desk-top printer (not a copy machine). To print on index cards, use the printer's envelope setting. Instead of running a standard envelope through the printer, run index cards through. This template is set up to allow printing on index cards in this manner.
Direct the staff to identify the talk moves that are being used in the video clip using the talk moves index card.
To download the Talk Moves Index Card Template, click on the button below.
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To access the 6 minute Quick Images: Visualizing Number Combinations video, click on the button below.
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After viewing the video, ask the participants which talk moves they saw? Prompt staff members to share how they know.
III. Make Connections to the Process Goals (10-15 min.)
In the Fall of 2011, the Virginia Department of Education held a Mathematics SOL Institute. During this presentation, information about Virginia's Mathematics Process Goals was shared along with a the Mathematical Process Goals "Student Look-fors". More information about the Mathematics Institute from the Fall of 2011 (as well as more recent Institutes) can be found on the Virginia Department of Education's Mathematics Professional Development Resources Page.
Copies of the Mathematics Process Goals and Process Goals "Student Look-fors" may be found by clicking on the links below.
III. Make Connections to the Process Goals (10-15 min.)
In the Fall of 2011, the Virginia Department of Education held a Mathematics SOL Institute. During this presentation, information about Virginia's Mathematics Process Goals was shared along with a the Mathematical Process Goals "Student Look-fors". More information about the Mathematics Institute from the Fall of 2011 (as well as more recent Institutes) can be found on the Virginia Department of Education's Mathematics Professional Development Resources Page.
Copies of the Mathematics Process Goals and Process Goals "Student Look-fors" may be found by clicking on the links below.
Pass out copies of both the Virginia Mathematics Process Goals and the Process Goals "Student Look-fors". Give staff members enough time to independently read through both pages. Ask the teachers to relate what is going on in the classroom during a classroom discussion (referring back to the anecdotes from the Classroom Discussions book or to the Quick Images: Visualizing Number Combinations video clip.
Ask staff members what they noticed in the text or were able to observe in the video that connects to this set of Mathematical Communication “look-fors”?
Ask staff members what they noticed in the text or were able to observe in the video that connects to this set of Mathematical Communication “look-fors”?
- Use definitions and previously established causes/effects (results) in constructing arguments
- Make conjectures and use counterexamples to build a logical progression of statements to explore and support their ideas - Communicate and defend mathematical reasoning using objects, drawings, diagrams, actions - Listen to or read the arguments of others - Decide if the arguments of others make sense and ask probing questions to clarify or improve the arguments |
Next Steps:
1. Read chapters 9 & 10 and complete the new trifold for next month. 2. Begin to practice using the talk moves into your conversations with student. Refer to the copy of the Math Talk Index Card and the Talk Moves Poster (linked to the right) for suggested statement/questions starters. Start out small!!! Select one or two moves to focus on! Let your students know ahead of time what you are doing and why! |
3. Invite the instructional coach to visit your classroom and complete one of the following tasks (OPTIONAL):
- Invite the Instructional Coach to co-teach a lesson or model the talk moves in your classroom with the content you are working on. This will require a pre-modeling/co-teaching conversation to prepare for the modeling/co-teaching.
- Invite the Instructional Coach to observe your use of one, two, and/or three (or more) talk moves and give you non-evaluative feedback about your use of the talk moves.