Exploring educational practices that at engaging, encouraging, and equitable. https://sites.google.com/view/efficaciouseducation/home
Thursday, August 21, 2014
Math Talk in the Classroom: Open Shares and Targeted Talk
Earlier this week, I was honored to facilitate some trainings in my district around math talk and formative assessment in the classroom. Above are the two resources that much of the information of the modules I presented was pulled from. I read both over the summer and they give powerful primary and intermediate vignettes, highlighting powerful math talk in classrooms. Because I was tasked with sharing information around math talk, the role of math talk in formative assessment and how these two work together to subsequently aid teachers in making sound instructional decisions in the classroom, I have been spending quite a bit of time thinking about my own math instruction. My realization this summer is that I have some place to grow and that is an exciting prospect. I am hoping to be a bit more effective and intentional when working with my students in mathematics. I am using open shares and targeted talk all the time in my classroom. Math talk is alive and happening everyday, but I don't know that I am as effective as I can be in utilizing that talk to assess my students understanding or misconceptions in math. In the past I have moved between open shares and targeted talk without always being cognizant of that formative assessment piece. Perhaps some of that just comes naturally as you teach and you aren't always fully aware of all of the "moves" you are making based off of the students responses, and in some ways that is probably okay. I do think this will be a goal for me as I enter the school year-- keeping that formative assessment in math talk in the forefront of my mind. Being aware of the decisions I am making and why. Becoming more precise, and intentional through the math talk occurring in my classroom and finding more effective ways of pinpointing next steps for my mathematicians in whole-group, small-group and partner work.
For those who may be interested. Here are some online resources that cover more on math talk, open sharing, targeted talk and formative assessment in math.
Wednesday, August 20, 2014
Teacher's College @ Columbia University
Teacher's College and the Summer Institute with Lucy Calkins: This link will give you more information on the institute I attended as well as the reading institute that is also offered. There are LOTS of other workshops and institutes as well, so make sure to explore a little.
Math Differentiation
Today was a fabulous day of professional development offered by my district around math instruction. So much great learning around differentiation, math talk and formative assessment influencing thoughtful math instruction in the classroom. As was absorbing lots of new ideas and thinking, I was reminded of a book I began utilizing really heavily last school year. The book I am thinking of is "Good Questions: Great Ways to Differentiate Math Instruction", written by Marian Small. This was recommended to me by a trusted colleague and I have to say it is my favorite resource in planning my math lessons. The focus of this book is on two easy to implement and extremely effective ways teachers can differentiate mathematics to meet the needs of their students in the classroom; through open questioning and through parallel tasks. The first chapter or two of this book defines open questioning and parallel tasks for the reader and also outlines how teachers might create their own questions and tasks that inherently differentiated for the needs of learners. If you look at the 2nd Edition, the final 3/4 or more of the book is aligned to the Common Core State Standards and gives both primary and intermediate examples of open questions and parallel tasks that can be used in the classroom.
What are open questions and parallel tasks? I need more information...
- Open Questioning: Open questioning is about asking broad questions that provide opportunities and access points for students at many developmental level to think about mathematics through a variety of approaches and responses.
- Parallel Tasks: Parallel Tasks are sets of related task that look at the same big idea, but are designed to meet the needs of students at differing developmental levels and that lend themselves to discussions around strategy and thinking.
- Additional Information and Resources:
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