E LEMENTARY M ATH L IAISON M EETING Simi Minhas CFN204.
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Transcript of E LEMENTARY M ATH L IAISON M EETING Simi Minhas CFN204.
ELEMENTARY MATH LIAISON MEETINGSimi Minhas
CFN204
LESSON STUDY: DR. TAKAHASHI
WHAT IS LESSON STUDY?
Read ‘Lesson Study Project’ Discuss:
What is lesson study?What are some of the components that
we’re already using?What was interesting to you?
THREE LEVELS OF TEACHING
PRINCIPLES TO ACTION: NCTMBELIEFS ABOUT TEACHING AND LEARNING
PRINCIPLES TO ACTION: NCTMBELIEFS ABOUT TEACHING AND LEARNING
Small group discussion: What struck you the most? What kinds of beliefs do most educators
hold? How can we switch to some of the more
productive beliefs?
PROBLEM SOLVING
LESSON STUDY CYCLE
PROGRESSION OF LEARNING
ADDITION: KINDERGARTEN AND FIRST GRADE
COMMON CORE STANDARDS
UNPRODUCTIVE VS PRODUCTIVE BELIEFS
SHOW ALL THE DIFFERENT WAYS TO SOLVE THE PROBLEM
Denise collected 9 acorns and John collected 4. How many did they collect altogether?
PURPOSE FOR SELECTING AND POSING THE PROBLEMS IN A PARTICULAR ORDER
Why do you think the problems were posed to students in this particular order?
INQUIRY BASED LEARNING
Pose HOT problems that students can investigate
DESIGN SERIES OF LESSONS TO TEACH A CONCEPT AT A DEEPER LEVEL
WORD PROBLEMS Think about the use of visuals. Can the students use the visuals to solve the problem? Why?/why not?
MATH ACTIVITIES TO REINFORCE CONCEPTS
ADDITION BINGO
HIGHER ORDER THINKING QUESTIONS
SUBTRACTION EXPLORATION
EXAMPLE OF FIFTH GRADE PROBLEM
Think about the mathematical practices that are being addressed in the task.
Thought Provoking Questions
POSSIBLE SOLUTIONS
Multiple solution pathways shared in one lesson, instead of teaching one strategy at a time.
BEYOND SHOW AND TELL
LEVELS OF CLASSROOM DISCOURSE
Read-Levels of Classroom DiscourseUnderline the parts that … Speak to you Seem impossible to attain Validate /match your view about math
discourse
How can we attain level 3 in math discourse? What steps are necessary to facilitate that?
NYS ASSESSMENT
Tools for each gradeGrades 4 and 5: Rulers and protractorsGrade 3: Rulers
REDEFINING STUDENT AND TEACHER SUCCESS
How is student and teacher success defined in this document?
How do effective teachers implement the mathematical practices in the classroom?
‘NUMBER TALKS’ BY SHERRY PARRISH
Group Share: What are some of the learnings that you’ve
implemented at your school? Have you done any work, or provided any PD
related to the book? Did you create any resources, or model any
lessons to support the teachers in your building?