Paraphrases and Wait Time
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Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012-2013 Paraphrases and Wait Time Learning Focused Conversations April 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.
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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.
