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 The ability to be a productive member of diverse teams through...

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 The ability to be a productive member of diverse teams through...

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Strong interpersonal communication |

All 4 voices heard

Building on each other’s ideas

Active listening

Disagreeing Appropriately

Reaching consensus

Paraphrasing another's ideas

A commitment to shared success |

Same page, same time

Asking another student a question

Asking if another student has a

You are all focused on modeling the problem, indicating that you want each other to succeed

Positive encouragement between peers

Noticing that another student is not participating and positively encouraging that student

Leadership and/or Initiative |

Fulfilling your role

Students refer to norms

Student organizes group around the work (“What if we start here because…)

Seeking help from peers/teacher

Questioning each other’s thinking...how did they come up a solution.

Redirect / refocus of a group or a group member (polite)-asking a clarifying question

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Closing activities (beyond Exit Tickets)

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Closing activities (beyond Exit Tickets)

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Debrief the content

What should students have learned (content)?

How will they know they were successful?

What steps can they take to revise or enrich their work?

Debrief the Collaboration

Tell the students how they did overall (as a class).

Review what improvements are necessary.

Invite student reflection for improvement.

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1. Give specific praise (thank you for being on the same page at the same time).

2. Refer to successful use of the norms and say how it helps the group (I really appreciate your turn taking, it helps all the voices in your group be heard).

3. Group points for collaboration (stamp sheet or on board).

4. Groups can assess or students can self assess based on the rubric.

*Be specific about what is and what isn’t working well tied to the rubric.  The facilitator focuses on the collaboration, so that the collaborators can focus on learning.

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Avoid saying:

How’s it going? Do you have any questions?

...because students tend to respond with passive low level questions.  It also does not give you a chance to assess knowledge and give feedback for student improvement.
Instead:

When you look at a group think:

1. What non-verbal things can you look for to show collaboration.

2. What in depth questions can you use to check for understanding?

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Collaborative Launches focus on the "How" which means students understand the expectations and process for collaboration.

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Collaborative Launches focus on the "How" which means students understand the expectations and process for collaboration.

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Example:
“Today we’re going to continue to investigate our slope ratios. Remember that yesterday we started to see patterns in these ratios when looking at right triangles, and at the end of class we named this ratio ‘tangent’. What I’d like us to do today is to investigate the other two ratios inherent in right triangles, moving from just looking at rise over run – or opposite over adjacent – to seeing what happens when we include the hypotenuse in these ratios. You’ll be working in groups and I’ll pass around the prompts for you to think about together. As soon as these papers hit your desk, here is what I expect from each group: a quick start (reading the prompts and digging in within 60 seconds so that we’re being efficient with our time; lots of pushing around reasoning (I want to hear, “Wait, can you explain that again?” or “But how can we…?; and I should hear all 4 voices in each group (to be successful, you need each person’s talents and perspective to make sure this is actually happening.”

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Traditional Launches focus only on the "What" which means students don't know how to collaborate.

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Traditional Launches focus only on the "What" which means students don't know how to collaborate.

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Example:
“Today we’re going to continue to investigate our slope ratios. Remember that yesterday we started to see patterns in these ratios when looking at right triangles, and at the end of class we named this ratio ‘tangent’. What I’d like us to do today is to investigate the other two ratios inherent in right triangles, moving from just looking at rise over run – or opposite over adjacent – to seeing what happens when we include the hypotenuse in these ratios. You’ll be working in groups, and I’ll pass around the prompts for you to think about together.”

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“Still shopping at Jefferson’s Shoppe and paying full price?? Stop into Bailey’s instead for your clothing needs. A sweater here cost 3 times less, AND, for a limited time, we’ll also discount your purchase by $15!”

At best, what is the goal of the problem: Students define the question.Students compare the question being posed to previous problems they’ve solved. Interpret and solve using appropriate model in an authentic scenario

What is the student being presented with?

An advertisement with only a situation to be modeled mathematically

What will students need to ask to be successful solving this:

Where do I start?

What is the full price of a sweater?

What am I trying to solve?

How do we do this?

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Erin shops at two stores for a new sweater. The sweater at the first store costs $15 less than three times the cost, c, of a sweater at the second store. The sweater at the first store cost $90. The equation below can be used to determine the cost of the sweater at the second store. 3c - 15 = 90

Solve the equation to find the cost of the sweater at the second store.

At best, what is the goal of the problem: Evaluate the student’s ability to solve an equation in one variable (the steps to solve the equation)

What is the student being given?

Context

Equation

Variables are named

Process is also given

The question to be answered

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https://drive.google.com/file/d/0BzJU7Kw_qow9b01lR2FSTGdGSlE/view

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https://newtechnetwork.adobeconnect.com/p37m5pp8ypp/?proto=true

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EVERY TIME THEY COLLABORATE (WITH EACH ACTIVITY)

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Two things to pay attention in when collaborating around math

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Two things to pay attention in when collaborating around math

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1. Open Tasks
-more entry points
-works for more students
-at various levels
*if the task is too closed, you can't facilitate well because there isn't enough to do
1. Intentionally Facilitate
-make sure the purpose is clear
-so it will elicit student collaboration.