Wednesday, June 27, 2018
June 28 - Drop Lesson Plan here
By the end of day two, you will have completed your 5 Practices lesson plan. Please post your lesson plan here.
Wednesday, June 13, 2018
Read Me First
Read Me First.
Our expectations for the blog entries are that you will reflect on the questions for each chapter and make your full and complete response to each prompt. While responding to other participant's entries is not a requirement, reading those entries is highly recommended.
While you are reading the book, remember to find 2 or 3 sentences that deeply resonate with you. We will need these sentences in our next session. (Perhaps highlight the page number and highlight the sentence to make it easy to locate next week.).
Our expectations for the blog entries are that you will reflect on the questions for each chapter and make your full and complete response to each prompt. While responding to other participant's entries is not a requirement, reading those entries is highly recommended.
While you are reading the book, remember to find 2 or 3 sentences that deeply resonate with you. We will need these sentences in our next session. (Perhaps highlight the page number and highlight the sentence to make it easy to locate next week.).
Tuesday, June 12, 2018
Chapter 9: The Five Practices: Lessons Learned and Potential Benefits
Chapter 9:
1. What have you learned about implementing the five practices?
2. Which of the lessons learned do you identify with?
3. How will these lessons learned influence your future work on the five practices?
1. What have you learned about implementing the five practices?
2. Which of the lessons learned do you identify with?
3. How will these lessons learned influence your future work on the five practices?
Chapter 8: Working in the School Environment to Improve Classroom Discussions
Chapter 8:
1. Are cognitively challenging mathematical tasks a common feature of mathematics instruction in your school? If not, how might you take an active role in changing the status quo?
2. What steps can you take to improve the quality of discussions in your classroom?
1. Are cognitively challenging mathematical tasks a common feature of mathematics instruction in your school? If not, how might you take an active role in changing the status quo?
2. What steps can you take to improve the quality of discussions in your classroom?
Chapter 7: Putting the Five Practices in a Broader Context of Lesson Planning
Chapter 7:
How can a lesson plan "shoulder the burden of teaching"?
How can a lesson plan "shoulder the burden of teaching"?
Chapter 6: Ensuring Active Thinking and Participation: Asking Good Questions and Holding Students Accoutable
Chapter 6:
To what extent do you currently use the five talk moves in your instruction? What benefits do you see in incorporating some or all of these moves in your practice?
To what extent do you currently use the five talk moves in your instruction? What benefits do you see in incorporating some or all of these moves in your practice?
Chapter 5: Determining the Direction of the Discussion: Selecting, Sequencing, and Connecting Students' Responses
Chapter 5:
1. Under what circumstances or conditions do you think it makes sense to publicly share incorrect approaches with students? How would you do this so that students were not left thinking that incorrect approaches were valid?
2. Does who presents a solution to a task really matter as long as the desired solutions are made public? Why or why not?
1. Under what circumstances or conditions do you think it makes sense to publicly share incorrect approaches with students? How would you do this so that students were not left thinking that incorrect approaches were valid?
2. Does who presents a solution to a task really matter as long as the desired solutions are made public? Why or why not?
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