ELEMENTARY MATH LIAISON MEETING Simi Minhas CFN 204

WHAT IS LESSON STUDY? Read ‘Lesson Study Project’ Discuss: What is lesson study? What

PRINCIPLES TO ACTION: NCTM BELIEFS ABOUT TEACHING AND LEARNING

PRINCIPLES TO ACTION: NCTM BELIEFS ABOUT TEACHING AND LEARNING Small group discussion: What struck

SHOW ALL THE DIFFERENT WAYS TO SOLVE THE PROBLEM Denise collected 9 acorns and

PURPOSE FOR SELECTING AND POSING THE PROBLEMS IN A PARTICULAR ORDER Why do you

INQUIRY BASED LEARNING Pose HOT problems that students can investigate

DESIGN SERIES OF LESSONS TO TEACH A CONCEPT AT A DEEPER LEVEL

WORD PROBLEMS Think about the use of visuals. Can the students use the visuals

EXAMPLE OF FIFTH GRADE PROBLEM Think about the mathematical practices that are being addressed

POSSIBLE SOLUTIONS Multiple solution pathways shared in one lesson, instead of teaching one strategy

LEVELS OF CLASSROOM DISCOURSE Read-Levels of Classroom Discourse Underline the parts that … Speak

NYS ASSESSMENT Tools for each grade Grades 4 and 5: Rulers and protractors Grade

REDEFINING STUDENT AND TEACHER SUCCESS How is student and teacher success defined in this

‘NUMBER TALKS’ BY SHERRY PARRISH Group Share: What are some of the learnings that

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ELEMENTARY MATH LIAISON MEETING Simi Minhas CFN 204

LESSON STUDY: DR. TAKAHASHI

WHAT IS LESSON STUDY? Read ‘Lesson Study Project’ Discuss: What is lesson study? What are some of the components that we’re already using? What was interesting to you?

THREE LEVELS OF TEACHING

PRINCIPLES TO ACTION: NCTM BELIEFS ABOUT TEACHING AND LEARNING

PRINCIPLES TO ACTION: NCTM BELIEFS ABOUT TEACHING AND LEARNING Small group discussion: What struck you the most? What kinds of beliefs do most educators hold? How can we switch to some of the more productive beliefs?

PROBLEM SOLVING

LESSON STUDY CYCLE

PROGRESSION OF LEARNING

ADDITION: KINDERGARTEN AND FIRST GRADE

COMMON CORE STANDARDS

UNPRODUCTIVE VS PRODUCTIVE BELIEFS

SHOW ALL THE DIFFERENT WAYS TO SOLVE THE PROBLEM Denise collected 9 acorns and John collected 4. How many did they collect altogether?

PURPOSE FOR SELECTING AND POSING THE PROBLEMS IN A PARTICULAR ORDER Why do you think the problems were posed to students in this particular order?

INQUIRY BASED LEARNING Pose HOT problems that students can investigate

DESIGN SERIES OF LESSONS TO TEACH A CONCEPT AT A DEEPER LEVEL

WORD PROBLEMS Think about the use of visuals. Can the students use the visuals to solve the problem? Why? /why not?

MATH ACTIVITIES TO REINFORCE CONCEPTS

ADDITION BINGO

HIGHER ORDER THINKING QUESTIONS

SUBTRACTION EXPLORATION

EXAMPLE OF FIFTH GRADE PROBLEM Think about the mathematical practices that are being addressed in the task.

Thought Provoking Questions

POSSIBLE SOLUTIONS Multiple solution pathways shared in one lesson, instead of teaching one strategy at a time.

BEYOND SHOW AND TELL

LEVELS OF CLASSROOM DISCOURSE Read-Levels of Classroom Discourse Underline the parts that … Speak to you Seem impossible to attain Validate /match your view about math discourse How can we attain level 3 in math discourse? What steps are necessary to facilitate that?

NYS ASSESSMENT Tools for each grade Grades 4 and 5: Rulers and protractors Grade 3: Rulers

REDEFINING STUDENT AND TEACHER SUCCESS How is student and teacher success defined in this document? How do effective teachers implement the mathematical practices in the classroom?

‘NUMBER TALKS’ BY SHERRY PARRISH Group Share: What are some of the learnings that you’ve implemented at your school? Have you done any work, or provided any PD related to the book? Did you create any resources, or model any lessons to support the teachers in your building?