Classroom Discussions: Chapters 5 & 6
Before Reading:
Linked below is the front and back 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 front and back 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 5 & 6 during a staff meeting.
I. Group Review of Chapters 5 & 6 from the Classroom Discussions Book (20 min)
All staff members will review the information from chapters 5 & 6 by solving a variety of problems with a partner.
Let's Practice!
The following outline may be used to review chapters 5 & 6 during a staff meeting.
I. Group Review of Chapters 5 & 6 from the Classroom Discussions Book (20 min)
All staff members will review the information from chapters 5 & 6 by solving a variety of problems with a partner.
Let's Practice!
Materials needed for each group:
-One copy of the 1st page of "Let's Practice!" for every staff member -One copy of one of the math problems (Pages 2-7) of the "Let's Practice!" packet |
Directions:
1. Split teachers up into 3- or 4-person teams of varying grade levels/teaching assignments. Each team will complete one of the math problems included in the "Let's Practice" packet which utilizes one of the problem solving strategies mentioned in the Classroom Discussions text. 2. Give teams time to silently read the 1st page of the Let's Practice packet about the 4-step problem solving method developed by George Polya. This is a review of the steps presented at the start of chapter 5. 3. Groups will select one of the problems to solve from the packet. As a group, solve the problem. If the group finishes early, see if there is another way you could solve the problem. Discuss within your group when you used the steps from the 4-step problem solving method. Did you use the steps in order? Out of order? Multiple times? Did you want to solve the problem in another way other than the suggested "Let's Practice..." method? Did the method suggested help you? |
II. Grade Level/Team Conversations (15 min)
Grade level groups and specialists teams will have an opportunity to discuss how/when they teach problem solving to their students.
How and when do you intentionally teach problem solving? Does this happen outside of mathematics time? Have you modeled problem solving?
Grade level groups and specialists teams will have an opportunity to discuss how/when they teach problem solving to their students.
How and when do you intentionally teach problem solving? Does this happen outside of mathematics time? Have you modeled problem solving?
Next Steps:
1. Read chapters 7 & 8 and complete the new graphic organizer for next month. 2. Continue 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. Participate in a formal observation cycle with the
instructional coach focused on the use of talk moves. Initial
scheduling will occur during an upcoming weekly grade level meeting.
4. Invite the instructional coach to visit your classroom and complete one of the following tasks (OPTIONAL):
4. 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.