Teacher-Leader Teacher-Leader WorkshopWorkshop

July 14, 2003July 14, 2003

Transforming East Alabama MathematicsTransforming East Alabama MathematicsEast Alabama Partnership for the Improvement of Mathematics EducationEast Alabama Partnership for the Improvement of Mathematics Education

Small Groups…Small Groups…

Please sit in groups of 4 including:Please sit in groups of 4 including:– Representatives from different levels Representatives from different levels

(primary, intermediate, middle, high school)(primary, intermediate, middle, high school)– Representatives from different districtsRepresentatives from different districts– Both dotted and non-dotted name badgesBoth dotted and non-dotted name badges

Overview of SessionOverview of Session

Introduction to the Partnership (Gary)Introduction to the Partnership (Gary)Cooperative Learning (Marilyn)Cooperative Learning (Marilyn)Roles of Teacher Leaders (Marilyn)Roles of Teacher Leaders (Marilyn)Questioning (Gary)Questioning (Gary)Final ReflectionFinal Reflection

Introduction to the Introduction to the PartnershipPartnership

PartnersPartners

Auburn UniversityAuburn University

Tuskegee UniversityTuskegee University

Blue Cross Blue Blue Cross Blue Shield of AlabamaShield of Alabama

Macon CountyMacon CountyOpelika CityOpelika CityPhenix CityPhenix CityRussell CountyRussell CountyTallapoosa CountyTallapoosa CountyTallassee CityTallassee City

Alexander CityAlexander CityAuburn CityAuburn CityChambers CountyChambers CountyElmore CountyElmore CountyLanett City SchoolsLanett City SchoolsLee CountyLee County

SCHOOL DISTRICTSSCHOOL DISTRICTS

#1. Achievement Levels#1. Achievement Levels

Our students are not achieving at an Our students are not achieving at an adequate level.adequate level.

There are substantial gaps in There are substantial gaps in performance.performance.

National Assessment of National Assessment of Educational Progress, 2000Educational Progress, 2000

Grade 4:Grade 4:– Alabama ranked 35Alabama ranked 35thth out of 40 states out of 40 states– Significantly worse than 27 states Significantly worse than 27 states

Grade 8:Grade 8:– Alabama ranked 35th of 39 statesAlabama ranked 35th of 39 states– Significantly worse than 29 states Significantly worse than 29 states

Comparison of East Alabama Comparison of East Alabama to State Averages (2002)to State Averages (2002)

Grade 4 (SAT-9)Grade 4 (SAT-9)– State Average:State Average: 5656– East Alabama:East Alabama: 5252

Grade 8 (SAT-9)Grade 8 (SAT-9)– State Average:State Average: 5353– East Alabama:East Alabama: 4747

Grade 11 (Pass rate on AHSGE)Grade 11 (Pass rate on AHSGE)– State Average:State Average: 7979– East Alabama:East Alabama: 7373

Comparison of Subgroups in East Comparison of Subgroups in East Alabama (Alabama (2002 SAT-9)2002 SAT-9)

Grade 4Grade 4– White students: White students: 6161– Black students: Black students: 3939

– Fully-paid lunch: Fully-paid lunch: 66 66– Free/reduced lunch:Free/reduced lunch: 4242

– General education: General education: 5656– Special education: Special education: 1414

Grade 8Grade 8– White students:White students: 5555– Black students: Black students: 3535

– Fully-paid lunch: Fully-paid lunch: 58 58 – Free/reduced lunch:Free/reduced lunch: 3636

– General education:General education: 5050– Special education: Special education: 1414

Comparison of Subgroups in East Comparison of Subgroups in East Alabama (Alabama (2002 AHSGE Pass Rate)2002 AHSGE Pass Rate) Grade 11Grade 11– White students: White students: 8181– Black students: Black students: 6262

– Fully-paid lunch: Fully-paid lunch: 79 79– Free/reduced lunch:Free/reduced lunch: 6060

– General education: General education: 7575– Special education: Special education: 3434

#2. State Cycle for Mathematics#2. State Cycle for Mathematics

Alabama Course of Study: Mathematics Alabama Course of Study: Mathematics approved in Februaryapproved in February– No overlap in contentNo overlap in content– Many fewer objectivesMany fewer objectives

Result: It is particularly important that districts Result: It is particularly important that districts work on curriculum and pacing guideswork on curriculum and pacing guides

Textbook Adoption the coming yearTextbook Adoption the coming year

#3. Teacher Preparation#3. Teacher Preparation

Shortage of mathematics teachersShortage of mathematics teachers

The additional “Highly Qualified” challengeThe additional “Highly Qualified” challenge

Preparing more-effective new teachersPreparing more-effective new teachers

The Power of PartnershipThe Power of Partnership

By pooling resources, we can accomplish By pooling resources, we can accomplish more together than we can individuallymore together than we can individually

Students Can Do Basics, ...Students Can Do Basics, ...

347 + 453347 + 453 90%

73%

Source: NAEP 1996Source: NAEP 1996Source: NAEP 1996Source: NAEP 1996

864 – 38864 – 38

… … But Students Cannot Solve But Students Cannot Solve ProblemsProblems

Ms. Yost’s class has read 174 books, Ms. Yost’s class has read 174 books, and Mr. Smith’s class has read 90 and Mr. Smith’s class has read 90 books. books. How many more books do they need How many more books do they need to read to reach the goal of reading to read to reach the goal of reading 575 books?575 books?

Ms. Yost’s class has read 174 books, Ms. Yost’s class has read 174 books, and Mr. Smith’s class has read 90 and Mr. Smith’s class has read 90 books. books. How many more books do they need How many more books do they need to read to reach the goal of reading to read to reach the goal of reading 575 books?575 books?

33%

Source: NAEP 1996

Long-term NAEPLong-term NAEP

Steady increases in basic skills since the Steady increases in basic skills since the 1970s1970s

However, there is a continuing However, there is a continuing “performance gap” in NAEP and other “performance gap” in NAEP and other measures where students are asked to measures where students are asked to apply their knowledgeapply their knowledge

The problem in mathematics education is The problem in mathematics education is NOTNOT a lack of the “basic skills.” a lack of the “basic skills.”

How How NOTNOT to Make Progress… to Make Progress…

Focusing on raising test scores by Focusing on raising test scores by “teaching to the test” results in only short-“teaching to the test” results in only short-term gains (1-2 years)term gains (1-2 years)

GOOD TEACHING Leads to Good GOOD TEACHING Leads to Good OutcomesOutcomes

Baltimore City Public School SystemBaltimore City Public School SystemCTBS Mathematics Composite ScoresCTBS Mathematics Composite Scores

Median National PercentilesMedian National Percentiles

0

10

20

30

40

50

60

Grade1

Grade2

Grade3

Grade4

Grade5

1998

1999

2000

2001

A New Vision for School A New Vision for School MathematicsMathematics

National Council of Teachers of Mathematics:National Council of Teachers of Mathematics:Principles and Standards for School Principles and Standards for School MathematicsMathematics

This is the basis for the This is the basis for the Alabama Course of Alabama Course of Study: MathematicsStudy: Mathematics

Small GroupsSmall Groups

What are characteristics of this “New What are characteristics of this “New Vision”?Vision”?

Characteristics of the VisionCharacteristics of the Vision

Designed to meet the needs of Designed to meet the needs of allall students students

Engages students in making sense of Engages students in making sense of mathematics— “inquiry based”mathematics— “inquiry based”

Focuses on the Focuses on the usefulnessusefulness of mathematics of mathematics

Includes a broad view of mathematicsIncludes a broad view of mathematics– More than arithmetic in elementary schoolMore than arithmetic in elementary school– Attention to statistics and data analysis across Attention to statistics and data analysis across

the curriculumthe curriculum

Teaching Teaching AssessmentAssessmentTechnologyTechnology

The PrinciplesThe Principles

Describe particular features of Describe particular features of high-quality mathematics programshigh-quality mathematics programsDescribe particular features of Describe particular features of high-quality mathematics programshigh-quality mathematics programs

SMALL GROUPS:SMALL GROUPS:Read the description of one of the Read the description of one of the principles in the Overview.principles in the Overview.

EquityEquityCurriculumCurriculum LearningLearning

Statements of PrinciplesStatements of Principles

The Equity PrincipleThe Equity Principle

Excellence in mathematics education requires equity– high expectations Excellence in mathematics education requires equity– high expectations and strong support for all students.and strong support for all students.

The Curriculum PrincipleThe Curriculum Principle

A curriculum is more than a collection of activities: it must be coherent, A curriculum is more than a collection of activities: it must be coherent, focused on important mathematics, and well articulated across the grades.focused on important mathematics, and well articulated across the grades.

The Teaching PrincipleThe Teaching Principle

Effective mathematics teaching requires understanding what students know Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well.and need to learn and then challenging and supporting them to learn it well.

Statements of PrinciplesStatements of Principles

The Learning PrincipleThe Learning PrincipleStudents must learn mathematics with understanding, actively building new Students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge.knowledge from experience and prior knowledge.

The Assessment PrincipleThe Assessment Principle

Assessment should support the learning of important mathematics Assessment should support the learning of important mathematics and furnish useful information to both teachers and students.and furnish useful information to both teachers and students.

The Technology PrincipleThe Technology Principle

Technology is essential in teaching and learning mathematics; it influences Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students’ learning.the mathematics that is taught and enhances students’ learning.

The StandardsThe Standards

““Content Standards”Content Standards”

Number and OperationsNumber and Operations

AlgebraAlgebra

GeometryGeometry

MeasurementMeasurement

Data Analysis and Data Analysis and ProbabilityProbability

““Process Standards”Process Standards”

Problem SolvingProblem Solving

Reasoning and Reasoning and ProofProof

CommunicationCommunication

ConnectionsConnections

RepresentationRepresentation

SMALL GROUPS:SMALL GROUPS:Look at the chart of Standards and Look at the chart of Standards and Expectations for your gradeband.Expectations for your gradeband.

Cooperative LearningCooperative Learning

Organize cooperative groupsOrganize cooperative groups

This problem is about using the digits 1, 2, 3, This problem is about using the digits 1, 2, 3, and 4, in any order you choose, to create and 4, in any order you choose, to create arithmetic expressions with different numerical arithmetic expressions with different numerical values according to the rules for order of values according to the rules for order of operations.operations.

See handout for instructions.See handout for instructions.

YOUR TASK: Create as many 1-2-3-4 YOUR TASK: Create as many 1-2-3-4 expressions as you can for each of the numbers expressions as you can for each of the numbers from 1 to 25. Remember, you must use each of from 1 to 25. Remember, you must use each of the digits 1, 2, 3, and 4 the digits 1, 2, 3, and 4 exactly onceexactly once..

ACTIVITY

Sharing of ResponsesSharing of Responses

QuestionsQuestions

Describe how your group worked on the activity.Describe how your group worked on the activity.Describe within-group interactions. Describe within-group interactions. Did people explain things to one another? Did people explain things to one another? Did people ask questions of one another? Did people ask questions of one another? What accounted for this level and degree of participation?What accounted for this level and degree of participation?Describe how the activity promoted individual Describe how the activity promoted individual accountability?accountability?Describe how the activity promoted mutual Describe how the activity promoted mutual interdependence.interdependence.Describe how the group formations affected the Describe how the group formations affected the interactions within your group. interactions within your group.

Note: Questions were adapted from Artzt (1999), p. 13.Note: Questions were adapted from Artzt (1999), p. 13.

CharacteristicsCharacteristics

Cooperative groups are a useful tool in Cooperative groups are a useful tool in promoting student learning and thinking. promoting student learning and thinking.

However, they need to be structured However, they need to be structured effectively. effectively.

Rules for Cooperative LearningRules for Cooperative Learning

Each member of the group has Each member of the group has responsibility to contribute to the group responsibility to contribute to the group work.work.Each member of the group should be Each member of the group should be willing to help any other member of the willing to help any other member of the group who asks for help.group who asks for help.Each member of the group is Each member of the group is accountable for the learning progress of accountable for the learning progress of the group.the group.

Rules for Cooperative Learning, Rules for Cooperative Learning, ContinuedContinued

Within your group you will respect each Within your group you will respect each other and listen to what each other has other and listen to what each other has to say.to say.

When a question is asked of the group, When a question is asked of the group, each member should be able to answer each member should be able to answer the question and state what the group’s the question and state what the group’s thoughts are.thoughts are.

Each member of the group has a role.Each member of the group has a role.

Rules for Cooperative Learning, Rules for Cooperative Learning, ContinuedContinued

Each member of the group has a role;Each member of the group has a role;– Group Facilitator ‘s role is to keep the group on taskGroup Facilitator ‘s role is to keep the group on task

– Materials Manager’s role is to obtain, maintain, and Materials Manager’s role is to obtain, maintain, and return materials needed for the group to function.return materials needed for the group to function.

– Recorder’s role is to record all group activities and Recorder’s role is to record all group activities and processes.processes.

– Reporter’s role is to report group processes and Reporter’s role is to report group processes and accomplishments to the teacher and/or the entire accomplishments to the teacher and/or the entire class.class.

Rules for Cooperative Learning, Rules for Cooperative Learning, ContinuedContinued

You can only ask for help when all You can only ask for help when all members of the group have the same members of the group have the same question.question.Members of a group should speak in a Members of a group should speak in a voice that can only be heard by its voice that can only be heard by its members.members.Members of the group will be Members of the group will be evaluated individually and collectively.evaluated individually and collectively.

FAQFAQHow many people should be placed in a group?How many people should be placed in a group?– 2-6 students depending on the nature of the activity.2-6 students depending on the nature of the activity.– 4 students is the optimum number.4 students is the optimum number.

How should I choose who should be in each group?How should I choose who should be in each group?– A teacher should carefully assign the members to each A teacher should carefully assign the members to each

team. team. – Preferably the teams should be heterogeneously mixed Preferably the teams should be heterogeneously mixed

based on ability, race/ethnicity and gender.based on ability, race/ethnicity and gender.– Teams of four could consist of a high achiever, a low Teams of four could consist of a high achiever, a low

achiever, and two average students unless there is a achiever, and two average students unless there is a special reason for placing students of the same ability special reason for placing students of the same ability level together.level together.

FAQFAQ

How long should a team stay together?How long should a team stay together?– Teams should stay together from three to six weeks. Teams should stay together from three to six weeks. – A team generally needs a couple of weeks to learn A team generally needs a couple of weeks to learn

how to work together and deal with each others’ how to work together and deal with each others’ personalities. personalities.

– Teams should be changed periodically so that Teams should be changed periodically so that students can experience working with a variety of students can experience working with a variety of students and that they will not get bored working with students and that they will not get bored working with the same students all the time.the same students all the time.

Kagan (1989)Kagan (1989)

The Structural Approach to The Structural Approach to Cooperative LearningCooperative Learning

Other ResourcesOther Resources

Tips for Using Cooperative Learning Tips for Using Cooperative Learning GroupsGroups

Sample Scoring Rubric for Assessing Sample Scoring Rubric for Assessing Individual Students in a Cooperative Individual Students in a Cooperative Group ProjectGroup Project

Cooperative Learning ResourcesCooperative Learning Resources

How Do We Achieve the How Do We Achieve the Vision?Vision?

Systemic Improvement of Systemic Improvement of Mathematics EducationMathematics Education

Pay attention to the entire systemPay attention to the entire system– Teachers, administrators, the publicTeachers, administrators, the public

AlignmentAlignment is the key to success: is the key to success:– State Course of StudyState Course of Study– Local Curriculum GuidesLocal Curriculum Guides– AssessmentAssessment– Textbook SelectionTextbook Selection– Professional DevelopmentProfessional Development

Long-term GoalsLong-term Goals

Improving mathematics achievement Improving mathematics achievement across partnershipacross partnership– Reducing gaps in performance between Reducing gaps in performance between

subpopulations of those studentssubpopulations of those students

Increasing the content and pedagogical Increasing the content and pedagogical knowledge of teachersknowledge of teachers– Increasing the supply of qualified teachersIncreasing the supply of qualified teachers– Developing mathematics teacher leadersDeveloping mathematics teacher leaders

(continued)(continued)

Increasing administrators’ understanding Increasing administrators’ understanding of mathematics goals and prioritiesof mathematics goals and priorities

Redesigning the preparation of teachersRedesigning the preparation of teachers

Aligning district curriculum, instructional Aligning district curriculum, instructional materials, and assessment practicesmaterials, and assessment practices

Improving parental and community Improving parental and community understanding of mathematics educationunderstanding of mathematics education

Short-term GoalsShort-term Goals

To begin to build the To begin to build the infrastructureinfrastructure needed to support the long-term, systemic needed to support the long-term, systemic improvement of mathematics educationimprovement of mathematics education

To take actions that can have an To take actions that can have an immediate impact on mathematics immediate impact on mathematics educationeducation

Initial ActivitiesInitial Activities

Professional development of mathematics Professional development of mathematics teacher leadersteacher leaders

Work on curriculum guides for each Work on curriculum guides for each course and grade course and grade

Review textbooks based on the curriculum Review textbooks based on the curriculum guides to support district reviewsguides to support district reviews

Curriculum Writing TeamCurriculum Writing Team

Goal: To create a workable curriculum Goal: To create a workable curriculum guide for each course and grade that will guide for each course and grade that will guide instructionguide instruction– Aligned with Aligned with Principles and StandardsPrinciples and Standards, ,

Course of StudyCourse of Study, and other curriculum and , and other curriculum and policy documentspolicy documents

– Responsive to assessments such as SAT-10, Responsive to assessments such as SAT-10, AHSGE, and NAEPAHSGE, and NAEP

– Emphasis on articulation across the gradesEmphasis on articulation across the grades– ““It’s not just It’s not just whatwhat you teach, it’s you teach, it’s howhow you you

teach!” teach!”

Curriculum Team ProgressCurriculum Team Progress

Initial goals:Initial goals:– Develop the general scaffolding which will Develop the general scaffolding which will

guide the further development of the guide the further development of the Curriculum GuidesCurriculum Guides

– Develop sufficient detail to guide the textbook Develop sufficient detail to guide the textbook adoption processadoption process

About 60 teachers and faculty have met About 60 teachers and faculty have met eight times between April 30 and July 8eight times between April 30 and July 8– Organized into four gradeband committees Organized into four gradeband committees

(K-2, 3-5, 6-8, 9-12)(K-2, 3-5, 6-8, 9-12)

Initial Curriculum DocumentInitial Curriculum Document

Statement of intent for the documentStatement of intent for the document

Mission statementMission statement

Big ideas across grade-bandsBig ideas across grade-bands

Mission statement for each gradebandMission statement for each gradeband

Big ideas for each grade and courseBig ideas for each grade and course

Textbook Review TeamTextbook Review TeamGoal: To review textbooks that will support Goal: To review textbooks that will support the TEAM-Math curriculumthe TEAM-Math curriculum

Three committees (K-5, 6-8, 9-12)Three committees (K-5, 6-8, 9-12)– At least representative from each district on At least representative from each district on

each committee, along with two university each committee, along with two university consultantsconsultants

Field-testing is being planned for early in Field-testing is being planned for early in the school yearthe school year

The committee will be formed late summer The committee will be formed late summer and meet through September/October.and meet through September/October.

Continuing Curriculum Continuing Curriculum DevelopmentDevelopment

The team will reconvene after textbook selection The team will reconvene after textbook selection is completed to produce a more-detailed guide, is completed to produce a more-detailed guide, including:including:– A description of the guide, its philosophy of A description of the guide, its philosophy of

instruction, and how to use the guideinstruction, and how to use the guide– A developmental sequencing of big ideas and A developmental sequencing of big ideas and

instructional objectives for both content and process instructional objectives for both content and process outcomes outcomes

– Units of instruction noting placement and duration as Units of instruction noting placement and duration as well as clustering and ordering of instructional well as clustering and ordering of instructional objectivesobjectives

Sample tasksSample tasksCorrelation to textbooks by page number.Correlation to textbooks by page number.

Other ActivitiesOther Activities

Set up Advisory BoardSet up Advisory Board– Need nominations from districts and schoolsNeed nominations from districts and schools

Briefings for parents and the communityBriefings for parents and the community– Partnership-wide briefing for OctoberPartnership-wide briefing for October– District briefings for October-NovemberDistrict briefings for October-November

What Does It Mean to Be A What Does It Mean to Be A Teacher Leader?Teacher Leader?

Dr. Marilyn StrutchensDr. Marilyn Strutchens

Auburn UniversityAuburn University

What are the roles and What are the roles and responsibilities of a leader?responsibilities of a leader?

Think-pair-share (5 minutes)Think-pair-share (5 minutes)– Be prepared to report back to the full-group.Be prepared to report back to the full-group.

Report back to the full group Report back to the full group

Major Roles for Teacher LeadersMajor Roles for Teacher Leaders

Change Agent for Individual TeachersChange Agent for Individual Teachers

Change Agent for Groups of TeachersChange Agent for Groups of Teachers

Vanguard for ReformVanguard for Reform

Leadership IntermediaryLeadership Intermediary

(Miller, 2003)(Miller, 2003)

Change Agent for Individual TeachersChange Agent for Individual Teachers

Peer coachPeer coach

Co-teachCo-teach

Demonstration lessonDemonstration lesson

PlanPlan

AdviseAdvise

Debrief after observationDebrief after observation

Change Agent for Groups of TeachersChange Agent for Groups of Teachers

Design/deliver workshopsDesign/deliver workshops

Lead study groupsLead study groups

Facilitate meetings among departments or Facilitate meetings among departments or grade levelsgrade levels

Vanguard for ReformVanguard for Reform

Create awareness of reform agendaCreate awareness of reform agenda

Provide existence proof of reform work Provide existence proof of reform work – Engage teachers in discussions about the Engage teachers in discussions about the

reform agendareform agenda

Do demonstration lessons to show that Do demonstration lessons to show that materials work with teachers’ studentsmaterials work with teachers’ students

Leadership IntermediaryLeadership Intermediary

Build leadership capacity in othersBuild leadership capacity in others– Design/develop training experiences for school-base Design/develop training experiences for school-base

teacher leadersteacher leaders– Consult with principals and administratorsConsult with principals and administrators

Collaborate with project leaders to help Collaborate with project leaders to help accomplish partnership goalsaccomplish partnership goals– Reform mathematics teachingReform mathematics teaching– Participate with Curriculum Team, Textbook Review Participate with Curriculum Team, Textbook Review

Team, and other activitiesTeam, and other activities

Work with District leadership to ensure that your Work with District leadership to ensure that your district and school are represented at district and school are represented at Partnership activitiesPartnership activities

Immediate ResponsibilitiesImmediate Responsibilities

Organize district and school inservice Organize district and school inservice sessions promoting awareness of TEAM-sessions promoting awareness of TEAM-MathMathProvide leadership with district textbook Provide leadership with district textbook adoption and other district decision-adoption and other district decision-makingmakingParticipate with Curriculum Team, Participate with Curriculum Team, Textbook Review Team, and other Textbook Review Team, and other activitiesactivities

Professional Development for Professional Development for Teacher LeadersTeacher Leaders

Teacher Leader Training: Teacher Leader Training: – Two days in July 2003Two days in July 2003– Quarterly meetings on Saturdays throughout the yearQuarterly meetings on Saturdays throughout the year

Join professional organizations and participate Join professional organizations and participate in professional meetings (ACTM, NCTM, etc.)in professional meetings (ACTM, NCTM, etc.)Become familiar with resources supporting Become familiar with resources supporting reform (reform (http://http://nctm.orgnctm.org, , http://http://illuminations.nctm.orgilluminations.nctm.org, , http://http://MathematicallySane.comMathematicallySane.com , , http://http://MathForum.orgMathForum.org , and so forth) , and so forth)

Russell and Schifter ArticleRussell and Schifter Article

Read the article and discuss the following questions within Read the article and discuss the following questions within your group. Be prepared to share your responses with the your group. Be prepared to share your responses with the whole group.whole group.

– What would you have done to change the atmosphere when the What would you have done to change the atmosphere when the teachers who had negative views were dampening the teachers who had negative views were dampening the excitement of other less confident participants?excitement of other less confident participants?

– How can you help to change teachers’ beliefs that they need How can you help to change teachers’ beliefs that they need quick activities from workshops? What would you do to help quick activities from workshops? What would you do to help them value reading research related to teaching and learning?them value reading research related to teaching and learning?

– What did you think of Laurie’s solution to her problem of having What did you think of Laurie’s solution to her problem of having three different types of participants?three different types of participants?

Our goal is for you to teach Our goal is for you to teach teachers how to become teachers how to become fisherman. fisherman.

We want you to help them think about We want you to help them think about and develop meaningful learning and develop meaningful learning environments. We do not want you to environments. We do not want you to get in the habit of just giving them get in the habit of just giving them lesson plans and activities.lesson plans and activities.

QuestioningQuestioning

Why Ask Questions?Why Ask Questions?

Small group discussionSmall group discussion

Share back to the classShare back to the class

What Different Purposes Do What Different Purposes Do Questions Serve?Questions Serve?

Small group discussionSmall group discussion

Share back to the class Share back to the class

Types of QuestionsTypes of Questions

ManagingManaging– ““What are you working on?”What are you working on?”

ClarifyingClarifying– ““How did you get that?”How did you get that?”

OrientingOrienting– ““What is this problem asking you to do?”What is this problem asking you to do?”

Prompting ReflectionPrompting Reflection– ““How you explain why that works?How you explain why that works?

Eliciting Mathematical Thinking/JustificationEliciting Mathematical Thinking/Justification– ““Will that always work?”Will that always work?”

The Tank ProblemThe Tank Problem

Solve the problem.Solve the problem.

Solve the problem a different way.Solve the problem a different way.

VideoVideo

Population:Population:– 99thth grade geometry, mixed ability grade geometry, mixed ability

Context:Context:– Beginning of third quarter (non-block)Beginning of third quarter (non-block)– They have studied area and volume of prismsThey have studied area and volume of prisms– First period of the morningFirst period of the morning

Guiding QuestionsGuiding Questions

What role does the teacher play? How is it What role does the teacher play? How is it different from “usual” classes?different from “usual” classes?

What role does questioning play in his What role does questioning play in his conduct of the class?conduct of the class?

What types of questions can you observe?What types of questions can you observe?

Good Questions for All Good Questions for All OccasionsOccasions

Develop a list of good questions of each Develop a list of good questions of each type.type.

They should be general or generalizeable.They should be general or generalizeable.

IssuesIssues

Should you routinely call on particular Should you routinely call on particular students?students?

Should you call on a student who might Should you call on a student who might not know the answer?not know the answer?

What if no one answers your questions?What if no one answers your questions?

What if you’re not sure of the answer to What if you’re not sure of the answer to your question?your question?

Final ReflectionFinal Reflection

Individually…Individually…

Write down:Write down:– Something interesting you learned today.Something interesting you learned today.– Something you still have questions about.Something you still have questions about.– Something you will do in the future, based on Something you will do in the future, based on

the session today.the session today.

Share responses with your group…Share responses with your group…