5 Practices for Orchestrating Productive Mathematics Discussions 2nd Edition by Kristen Rojas https://padlet.com/kristen_rojas/d4pntdjmqbk3 Discussion Forum en-us 2019-01-22 14:29:24 UTC 2019-05-28 17:49:31 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Folder.png Smith and Stein state,” Many teachers are daunted by an approach to pedagogy that builds on student thinking. Some worry about content coverage, asking, ‘How can I be assured that students will learn what I am responsible for teaching if I don’t march through the material and tell them everything they need to know?’” As stated by the concern from above, telling would appear to be a more efficient means of communicating to students what they need to know. What would be the costs and benefits of learning through discussions of student-generated solutions versus learning from carefully constructed teacher explanations? NOTE: Your initial post should be completed by Thursday. Your reflection on at least 1 colleague’s post should be completed by Sunday kristen_rojas https://padlet.com/kristen_rojas/d4pntdjmqbk3/wish/323035638 2019-01-22 15:28:04 UTC https://padlet.com/kristen_rojas/d4pntdjmqbk3/wish/323035638 I'm excited to begin this journey with you as we dig into 5 Practices for Orchestrating Productive Mathematics Discourse! Please introduce yourself to the group - include your current role, what training you have had on gifted education and what you hope to gain from the book study.Please also share which chapters you are most interested in exploring and why. kristen_rojas https://padlet.com/kristen_rojas/d4pntdjmqbk3/wish/323038289 2019-01-22 15:31:45 UTC https://padlet.com/kristen_rojas/d4pntdjmqbk3/wish/323038289 Select and respond to one of the following prompts:1. The authors argue that what students learn depends on the nature of the task in which they engage. Do you agree with this point of view? Why or why not? 2. Regarding gifted and high-achieving students, what would be some of the benefits for using high-level tasks as the basis for instruction?3. Based on what you have read thus far, what, if anything, would you have liked to see Darcy Dunn do differently? How do you think the changes that you propose would have affected student learning? 4. Compare the instruction in Darcy Dunn’s class with the instruction in David Crane’s class (from the introduction). How were they the same, and how were they different? What impact do you think the differences may have had on students’ opportunities to learn?NOTE: Your post should be completed by Thursday. kristen_rojas https://padlet.com/kristen_rojas/d4pntdjmqbk3/wish/323039278 2019-01-22 15:33:02 UTC https://padlet.com/kristen_rojas/d4pntdjmqbk3/wish/323039278 The authors explain that “anticipating” involves considering (1) what strategies students are likely to use to approach or solve a challenging mathematical task, (2) how to respond to work that students are likely to produce, and (3) which student strategies are likely to be most useful in address the mathematics to be learned. Try It: Active Engagement 4.1 p. 49Why might you want to anticipate both correct and incorrect approaches to solving a task?NOTE: Your initial post should be completed by Thursday. Your reflection on at least 1 colleague’s post should be completed by Sunday. kristen_rojas https://padlet.com/kristen_rojas/d4pntdjmqbk3/wish/323039664 2019-01-22 15:33:34 UTC https://padlet.com/kristen_rojas/d4pntdjmqbk3/wish/323039664 In Chapter 5, there is an extensive review and discussion of the student sharing that occurred in the Nick Bannister lesson. Please respond to one of the following prompts:1. Does who presents a solution to a task really matter if the desired solutions are made public? Why or why not?2. Under what circumstances do you think it makes sense to publicly share an incorrect approach with students? How would you facilitate this to aid in student learning?NOTE: Your initial post should be completed by Thursday. Your reflection on at least 1 colleague’s post should be completed by Sunday. kristen_rojas https://padlet.com/kristen_rojas/d4pntdjmqbk3/wish/323042208 2019-01-22 15:36:59 UTC https://padlet.com/kristen_rojas/d4pntdjmqbk3/wish/323042208 The authors state, “The purpose of this chapter is twofold: to help teachers develop good questioning skills that will challenge students to think at deeper levels, and to introduce teachers to a set of ‘moves’ that will help them hold students accountable for their thinking and communication during classroom discussion.” Think about an upcoming lesson and develop one question for each of the following: a discussion-generating question, a probing question and a question that may make mathematics visible.NOTE: Your post should be completed by Thursday. kristen_rojas https://padlet.com/kristen_rojas/d4pntdjmqbk3/wish/323042890 2019-01-22 15:37:47 UTC https://padlet.com/kristen_rojas/d4pntdjmqbk3/wish/323042890 Time is always a precious commodity for teachers. Under what circumstances can you imagine engaging in the level of planning suggested? What are some ideas surrounding structure or practice that could assist in this level of planning?NOTE: Your initial post should be completed by Thursday. Your reflection on at least 1 colleague’s post should be completed by the Tuesday after break. kristen_rojas https://padlet.com/kristen_rojas/d4pntdjmqbk3/wish/323043957 2019-01-22 15:39:06 UTC https://padlet.com/kristen_rojas/d4pntdjmqbk3/wish/323043957 How will lessons learned during the book study influence your future work on the five practices?NOTE: Your post should be completed by Thursday. kristen_rojas https://padlet.com/kristen_rojas/d4pntdjmqbk3/wish/323044595 2019-01-22 15:39:57 UTC https://padlet.com/kristen_rojas/d4pntdjmqbk3/wish/323044595