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What  PRE-observation questions could you ask your teachers that align with your school’s Indicators ? 

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What  PRE-observation questions could you ask your teachers that align with your school’s Indicators ? 

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PRE-OBSERVATION

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What  POST-observation questions could you ask your teachers that align with your school’s Indicators ? 

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What  POST-observation questions could you ask your teachers that align with your school’s Indicators ? 

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POST-OBSERVATION

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Pre or Post observation
type your question

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What are some questions you will use to ensure you allow the students to struggle without giving the answer?

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Post Observation - Mathematical Discourse 

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Post Observation - Mathematical Discourse 

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What are some ways you can get more students engaged in sharing their reasoning of the content?

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What task will you do to connect to prior understanding?

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How will you provide students opportunities to explain and justify how they solved a task

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Pre Conference Question
Productive Struggle
Can you share with me student work where students demonstrated productive struggle?

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How might you include questioning in your math lessons to help scaffold students' thinking?

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How might you include questioning in your math lessons to help scaffold students' thinking?

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Productive Struggle In what ways will you utilize instructional time for students to explore the math ideas?

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Productive Struggle In what ways will you utilize instructional time for students to explore the math ideas?

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Pre-Observation
What is a specific strategy for discourse (i.e. number talks, 5 talk moves) that I should look for in your classroom?

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What question have you included in your planning to know if your students have conceptual understanding of the task? How will you build coherence? Is this information scaffolded to reflect the varying ability levels in your class?

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How will you allow for students to explain their ideas and reasoning as it pertains to their mathematical lessons

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As you reflect on the lesson, how might you extend students' current mathematical understanding?

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What resources do you need for engagement of your students?

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Pre observation question: How are you using your resources to intentionally plan to include 1 or more of these tasks?

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How might you as the teacher assure that you call on students to share their personal views of the actual lesson?

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Productive struggle- post
How could ensure that there is enough time for students to explore deeply?

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Now that you have provided and assessed for student learning during instruction, what did you learn and how will you use it to get your students to the next level or closer to demonstrating the expected outcomes?

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How might you encourage students to utilize multiple strategies and explain their thinking?

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Thinking about our SIP what are some ways you can encourage students to engage in math discourse? Ex. will you utilize strategies like think pair share?

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Thinking about our SIP what are some ways you can encourage students to engage in math discourse? Ex. will you utilize strategies like think pair share?

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Given your knowledge of how students learn math concepts, how might you incorporate productive struggles in to your lesson?

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How does meaningful math discourse look in your classroom? What are some hurdles when students are as

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What are some things that you take into consideration when you are pairing or grouping students to encourage meaningful conversations during math.

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1) Do you know what our school's SIP mathematical strategy is?
2) What are some examples of ways that you've implemented mathematical modeling in your math class?
3) Are your students aware that this is a focus for the school this year?
4) Do you need further resources, materials or training/support with the implementation of this strategy in your classroom?

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What engaging opportunities are you providing/promoting to facilitate mathematical discussions?

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How do you support students without removing all of the challenges and scaffold so all students can participate in learning?

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What questions will you prepare to pose to the students to push their thinking and ask them to clarify their reasoning?
At what point in the lesson will students be able to share their thinking/work and ask questions among the group?
How will you facilitate the explore process without leading?

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What are you listening for when students are discussing the different methods for solving equations?

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Do the teachers know where to find the SIP in order to assist the students in achieving the strategies needed to move forward?

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How do allow your students to become more engaged in discussions with their peers allowing them to "argue" their point and/or explain their thinking to their peers respectively?

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Based on your experiences with how math discourse worked in the lesson, what are some ways that you can help your students increase their level of conversation?

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How will you encourage students to listen to other student reasoning?

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Are you aware of the school's SIP strategies/indicators?

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What are some opportunities students have to represent their mathematical understanding?

What are some of the  supports within the classroom to scaffold possible strategies that students could use to approach difficult problems?

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How did you ask the students to explain and justify their thinking? Was it done as a group, with partners or individually?

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How might you encourage students to discuss incomplete or wrong answers respectfully?

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Use and Connect Mathematical Representations

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Use and Connect Mathematical Representations

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What other ways could you use to demonstrate the lesson.

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What types questions/activities have you planned throughout your lesson to support discourse?

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What support/s do you require to properly teach from the required text so students are able to have meaningful discourse around math?

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What question are you attempting to answer?

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Productive struggle
How might you use wait time to help solve math problems

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It's difficult to remember to use Wait Time in the moment. What strategies/reminders could you use to help yourself remember to use this effective strategy?

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Use and Connect Mathematical Representations

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Use and Connect Mathematical Representations

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How can you apply the tools within your student's trade choice to represent the problem's solution or understanding?

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What classroom procedures could you teach that would assist students in listening to the reasoning of others?

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How will you use the indicators for math discourse to guide checks for understanding?

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On a scale of 0 to 5. O being non-existent, 5 being exemplary how would you rate how well you allow your students the opportunity do discuss what they've learned? Do you have evidence? Do you need assistance?

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What strategies did you observe students using? 

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What strategies did you observe students using? 

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Reflecting on the lesson, what discourse strategies worked well in the lessons? Are there other strategies that you might use for your next lesson?