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Session Goals• Understand how parallel tasks allow access to the
mathematics for all students• Make sense of the process for creating parallel tasks• Practice creating parallel tasks• Practice anticipating difficulties and creating scaffolding
questions• Develop skills at phrasing questions to conduct focussed
conversations as a critical friend • Practice focussed conversations with critical friends
Common Questions• What strategies did you use to determine the accuracy of your
graph?• Why might a newspaper or a company choose to use an inaccurate
graph?• What are some things to look for when examining a graph in the
media?• What is the criteria for an accurate representation of data?• What viewpoint do you think the author has or is trying to project on
this topic?• What are some techniques/strategies that the media uses to create
misleading representations?• What was the first impression that you got when you looked at the
graph? What was your impression after a closer look?
Parallel Task on Simple InterestCreating Common Questions• Work individually or with a partner.• Read the MEL3E lesson task outline related to
simple interest.• Explore the parallel task.• Create a series of common questions for the
parallel task.• Share your common questions with another
individual/pair.• Share with large group.
Common Questions
• Some questions should be specific to the mathematics in the task
• Some could address the processes that students might have used
• Need to pull out the intent of the lesson goal
• Students need to be able to respond regardless of which option they chose.
My Common Questions:
• What was your result?
• How did you get your results?
• Why do you think you got the results you did?
• Would adding 2 to a variable(s) give the same result as doubling the variable(s)?
• What effect would you expect if you halved the variable(s) instead of doubling?
Scaffolding QuestionsWhere to start?- Think about what difficulties students might have.- Anticipate misconceptions that might occur.- Try not to make your question “what you should
do next is…..”- TIPS4RM Mathematics processes package have
some good general question starters which you could adjust to make them more specific to the task.
Parallel Task on Simple InterestCreating Scaffolding Questions
• Go back to the MEL3E parallel task on simple interest.
• Now create a series of scaffolding questions for the parallel task.
• Share your scaffolding questions with another individual/pair.
• Share with large group.
My Scaffolding Questions:
• What does it mean to “double”? Can you give me an example?
• Does your answer make sense to you? Too small? Too large?
• Is there a way to organize you work that might help? Would a chart or table help?
• What patterns do you see?• Does it matter which variable(s) you select to double?
[Option 1 or 2]• Have you thought about the connection among doubling
one, then two, then all three variables?
Marian’s Suggestions for Creating Parallel Tasks
• Select the initial task.
• Anticipate student difficulties with the task (or anticipate what makes the task too simple for some students).
• Create the parallel task, ensuring that the big idea is not compromised, and that enough context remains common so that common questions can be created.
• Create at least three or four common questions that are pertinent to both tasks. You might use processes and big ideas to help here. These should provide insight into the solution and not just extend the original tasks.
• Ensure that students from both groups are called upon to respond.
Your turn – Starting from Scratch
Use a blank PPQT template (paper or electronic)•Choose a course and curriculum expectation•Connect it to a Big Idea and write a lesson goal•Create a parallel task for the “Action” part of the template. •Develop appropriate common questions.•Think about possible scaffolding questions.•Write a consolidating question that connects to your lesson goal
Conversations with Colleagues: Two Role Plays• Listen to each conversation.
• Note types of questions asked and types of comments made by Liisa as she and Karen discuss Karen’s task.
• Summarize the main characteristics of each conversation.
Discuss at your table
• What do you see as the main differences between the two conversations?
• What types of questions were asked in either or both conversations?
Focussed ConversationsCharacteristics:• a simple and effective way to support professional
growth for yourself and your colleagues• a colleague asks questions to help you reflect on your
practice (colleague sometimes called a critical friend in coaching literature)
• conversation is not evaluative or directive, but rather encourages reflection (the critical friend is not playing the role of an expert)
• question stems are provided to help both
participants focus on student learning
Focussed Conversations – cont’d
Characteristics:• can occur when you are planning a lesson or task, or at
the conclusion of a lesson or task, or both• more effective if you can plan something together that
you will both be doing in your classrooms• more effective (and less threatening) if they are truly
about student learning and not about the individual teachers
Practice• Work with a partner. • Ask one person to play the role of a critical
friend. • Have a focussed conversation about the parallel
task you created.• Switch roles.
• You may wish to revise your parallel task based on your focussed conversation.
Session Goals• Understand how parallel tasks allow access to the
mathematics for all students• Make sense of the process for creating parallel tasks• Practice creating parallel tasks• Practice anticipating difficulties and creating scaffolding
questions• Develop skills at phrasing questions to conduct focussed
conversations as a critical friend • Practice focussed conversations with critical friends