Routines and Number Talks
Describe a dot talk routine
Teacher poses an image made of dots, organized in different ways to encourage subtilizing and grouping.
Teacher asks, "how many dots do you see?" and "how do you see them?"
Students share answers, and then explain how they counted the total number of dots.
Give an example of a question a teacher can use to learn more about a student's thinking.
How did you solve the problem?
What did you do next?
Tell me more about your drawing..
What is discourse and why is it critical to learning?
Math talk, in small groups, pairs and whole group discussions
Explaining thinking and justifying ideas
We learn more when we talk about our ideas
Demonstrate hand signals that represent: -I'm thinking -I have an answer-I have more than one answer -I agree
Show hand signals.
Name two INTERACTIVE tools that can be used to engage students in remote learning.
zoom white board, jam board, interactive google slides, zoom break out rooms, zoom chat explosions, google forms
Describe the following routine:
What do you notice? What do you wonder?
Post a picture of something familiar to students and ask the prompt: what do you notice? what do you wonder?
Construct math questions that students solve based off their wonderings.
Give two examples of things teachers can do during a lesson launch to engage students in the lesson content and context.
Share an image
Tell a story or read a book
Share a video clip
Ask students to share related experiences
Name three different talk moves teachers can use to promote discourse in the math classroom.
-Turn and Talk. -Wait time
-Revoicing, restating. -Adding on
-Agree/Disagree. - Sentence frames
And more!
When should feedback be given?
As soon as possible. While the learning is happening.
Part 1:How many Depth of Knowledge levels are there?
Part 2: Name some specific examples of how to increase the DOK level.
4 Levels!
-require students to make decisions about the approach
-students must justify/explain their response
-adapt task so that it has more than one possible answer
Give a description of the following routine:
Would you Rather?
Students are shown two pictures of similar things and asked the question: would you rather? Once they decide they must be able to justify their response.
Give examples of words or phrases that need to be eliminated from our vocabulary to avoid labeling students as high or low.
-high/low
-weakness
-fail
-should be easy for you
-this is "kindergarten" stuff
-Group #1 and Group #2, Group A and B
Name two norms that support successful group work.
For example: Errors are gifts that promote discussion
-Answers are important, but they are not the math
-Talk about each other's thinking
-Ask questions until ideas make sense
-Use multiple strategies and representations
-everyone has good mathematic ideas
-agree and disagree with mathematical ideas-not each other
-listen before you speak
When recording feedback on papers, what color or colors of pen may be more effective so students reflect on feedback? Which color(s) should you consider avoiding?
Use: purple, blue, green
Avoid: red
Describe what a virtual manipulative is AND how it can be useful both during in person AND during remote times.
Answers vary
Name the components of a number talk, I'll start you off...
-Teacher records the expression on the board, then...
-Individual think time using hand signals
-Teachers Ask for Answers/Records Answers
-Students share explanations for specific answers
-Provide opportunities to revise or agree on final answer
Give two examples of things that a teacher can do during a lesson summary (lesson closure) to support student learning of the key math ideas.
Ask students to share one new thing they learned during the lesson
Ask students to summarize key math ideas
Ask students to share one question they have about the day's lesson
What are the different language demands that we should include in each lesson? HINT: there are 5
Writing, Reading, Speaking, Listening, and Representing
Describe three components of effective feedback.
Feedback should be...
-frequent
-specific
-timely
-clear
-useful
-descriptive
Name two different strategies for adapting curriculum TASKS.
Change numbers, change contexts to make more relevant, require multiple representations, add a prompt to explain or justify, increase the depth of knowledge of the task
What does WODB stand for? Describe the routine.
Pose a set of 4 images - could be pictures, models, numbers, expressions, or shapes.
Students select which of the 4 images does not belong, and defend their choice. The goal is to elicit different solutions and different explanations.
Give two examples of things that a teacher can do to support a student who is struggling with a math activity.
Ask students to restate, in their own words, what the problem or activity is about.
Change the numbers or context in the problem, to make it more accessible or relatable.
Suggest that the student use a tool - drawings, manipulative, etc
Remind the student of a strategy that they have used successfully in the past
others..
How can assigning roles to students help support group work?
Answers vary
Name two specific language supports that can be used to support students acquiring English.
-word walls/anchor charts
-bilingual peers
-task/activity translations
-opportunities to talk/write both in English and in home language
Name two websites (other than teachers pay teachers) that you can access for high-quality math tasks and routines.