Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012-2013

Paraphrases and Wait Time

Learning Focused ConversationsApril 2013

This material was developed for use by participants in the Common Core Leadership in Mathematics (CCLM^2) project through the University of Wisconsin-Milwaukee. Use by school district personnel to support learning of its teachers and staff is permitted provided appropriate acknowledgement of its source. Use by others is prohibited except by prior written permission.

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012-2013

CCLM Project Goals• Deepen teachers’ mathematics content knowledge of priority

standards and domain progressions of the Common Core State Standards for Mathematics.

• Align math instruction and the assessment of student learning to the Common Core State Standards.

• Develop leadership and facilitation skills for supporting colleagues’ transition to the Common Core.

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012-2013

Quick Write

As a leader of mathematics, take two minutes to write about something that has been a challenge for you during the last several weeks.

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012-2013

Three Critical Skills to Support Thinking

• Listening Blocks• Paraphrases and Wait Time• Probes

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012-2013

Quick Review

Take a few minutes, share with a table partner ideas you remember about listening blocks.

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012-2013

Unproductive Listening Bocks

Judgment and Criticism (attend fully; no judgment; this is fundamental)

• Autobiographical (personal referencing) • Inquisitive (personal curiosity) • Solution (personal certainty)

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012-2013

Goals

• To deepen understanding of paraphrasing; the intention and the three types.

• To understand the value of wait time in a thinking conversation.

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012-2013

Paraphrase

• The paraphrase is a powerful, nonjudgmental verbal phrase.

• It communicates that I am attempting to understand thoughts, concerns, questions, or ideas (or at least I am trying to).

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012-2013

ParaphraseThe intention is to support thinking and problem solving by connecting the speaker and listener in a flow of discourse.Read pgs. 54 – 57.Purpose: Name and clarify the characteristics of the three types of paraphrases.Small group discussion.

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012-2013

Paraphrases: 3 Types 3 Intentions• Acknowledge and Clarify (pg. 54)

• So, you’re wondering if…

• You’re thinking that…

• Summarize and Organize (pg. 55)

• First you’re going to…, then you will…

• So, to recap you have three…

• Shift Focus (pg. 55)

• Shifting up (goals, beliefs)

• Shifting down (example, choice)

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012-2013

Be Careful with your Paraphrases!

• Not → “I hear you saying” • Instead → “You’re thinking …..” or

“Something important for you is ….”

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012-2013

Practicing Paraphrases• Listen to the scenario• Your table will be assigned a designated type

of paraphrase. After you listen to the scenario, as a table group, write your paraphrase on paper.

• One person from each table will share paraphrase.

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012-2013

Goals

• To deepen understanding of paraphrasing; the intention and the three types.

• To understand the value of wait time in a thinking conversation.