Classroom Discourse and Classroom Practice Pandora Bedford Rosann Hollinger Bernard Rahming Hank...

Classroom Discourse and Classroom Practice

Pandora Bedford Rosann Hollinger

Bernard Rahming Hank Kepner

Connie Laughlin

October 12 & 14, 2010 MTL Meeting

Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Alignment of Principles of Formative Assessments

to the Learning Team Continuum of Work for Mathematics

Principles of Assessment for Learning

Prin

cipl

es o

f Ass

essm

ent f

or L

earn

ing

(1) Prior to teaching, teachers study and can articulate the math concepts students will be learning. (2) Teachers use student-friendly language to inform students about the math objective they are expected to learn during the lesson.

(3) Students can describe what mathematical ideas they are learning in the lesson. (4) Teachers can articulate how the math lesson is aligned to district learning targets, state standards, and classroom assessments (CABS), and fits within the progression of student learning.

(5) Teachers use classroom assessments that yield accurate information about student learning of math concepts and skills and use of math processes. (6) Teachers use assessment information to focus and guide teaching and motivate student learning.

(7) Feedback given to a student is descriptive, frequent, and timely. It provides insight on a current strength and focuses on one facet of learning for revision linked directly to the intended math objective. (8) Students actively and regularly use descriptive feedback to improve the quality of their work.

(9) Students study the criteria by which their work will be evaluated by analyzing samples of strong and weak work. (10) Students keep track of their own learning over time (e.g., journals, portfolios) and communicate with others about what they understand and what areas need improvement.

Stage 1 Learning Targets

Stage 2 Align State Framework

and Math Program

Stage 3 Common CABS

Stage 4 Student Work on CABS

Stage 5 Descriptive Feedback

on CABS

Lear

ning

Tea

m C

ontin

uum

Understand importance of identifying and articulating big ideas in mathematics to bring consistency to a school’s math program.

Develop meaning for the math embedded in the targets and alignment to state standards and descriptors and to the school’s math program.

Provide a measure of consistency of student learning based on standards/descriptors and targets.

Examine student work to monitor achievement and progress toward the targets and descriptors.

Use student work to inform instructional decisions, and to provide students with appropriate descriptive feedback.

Note: Even though the continuum and principles of assessment are described as stages, each previous stage needs to be continuously embedded in subsequent stages. Each stage highlights the focus or foreground for professional development and classroom practice as schools and teachers move along the continuum. References: The MMP assessment principles are adapted from the work of Rick Stiggins and colleagues

Chappuis, S., Stiggins, R., Arter, J., & Chappuis, J. (2005). Assessment for learning: An action guide for school leaders (2nd ed). Portland, OR: Assessment Training Institute.

Stiggins, R., Arter, J. A., Chappuis, J., & Chappuis, S. (2004). Classroom assessment for student learning: Doing it right—using it well. Portland, OR: Assessment Training Institute.

Learning IntentionsWe Are Learning To… Understand how to use classroom

discourse to help students articulate mathematical ideas

Identify the support needed to implement discourse in every classroom


Success Criteria You will know you are successful when…

You understand the 5 productive talk moves that promote discourse

You understand how to implement discourse in classrooms


Discourse???Turn and Talk

What is discourse?

Why is discourse important?


Wisconsin Mathematics Logo


Discourse in the Mathematics Classroom

“Discourse is more than a teaching technique; it is a framework on which to build effective mathematics lessons.”

(Kenney, 2005)


Lesson Planning with Formative Assessment Principles Date: ______________ Grade: ______________ Lesson: ______________

Part 1: Selecting and Setting Up a Mathematical Task This part contains four critical components that need to be considered when selecting and setting up a mathematical task.

Part 2: Supporting Student Exploration of the Task In this sections, construct three questions that will develop the mathematics of the lesson. Be sure to consider the Depth of Knowledge to develop the questions. These questions could be used with students individually or in small groups.

Part 3: Summarizing the Mathematics In this section, construct a question that focuses on orchestrating a whole group discussion of the task that uses different solution strategies produced by the students that highlight the mathematics of the lesson.

1. Important Mathematics to Develop: 2. Learning Target & Descriptors: 3. Lesson Objective in Student Friendly Language: We are learning to… 4. Success Criteria: We know we are successful if…

Q1. Access background knowledge: Q2. Develop understanding of the mathematics by pushing student reasoning: Q3. Summarize the important mathematics in the lesson. This should tie back to the success criteria.

Q. Summarize the important mathematics in the lesson as a whole class discussion. This should tie back to the success criteria.


Chapter 2: Tools of Classroom Talk Everyone reads pp. 11-14 and

your assigned Move As a table group, summarize key

points Be prepared to share the key

points with the whole group


Moves of Productive Talk 1. Revoicing: Teacher repeats some or all of what the student has said. Students verify what was said.

2. Repeating: Asking students to restate someone else’s reasoning.

3. Reasoning: Asking students to apply their own reasoning to someone else’s reasoning.

4. Adding on: Prompting students for further participation.

5. Waiting: Using wait time.Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

RevisitLearning Intention:Understand how to use classroom discourse to help students articulate mathematical ideas

Success Criteria:You understand the 5 productive talk moves that promote discourseDeveloped by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Reading DirectionsEveryone reads pp 18-22.

Discuss these questions in the partner talk format:How do you decide which format to use?

What is important for you to do when you use each format?

How do you organize discussions in each format?


Productive Talk Formats Whole-Class Discussion Small-Group Discussion Partner Talk


Making Connections to Literacy

Speaking and Listening Standards K-12 Engage effectively in a range of collaborative

discussion (one-on-one, in groups, and teacher-led) with diverse partners on ‘grade level’ topics and texts, building on others’ ideas and expressing their own clearly.

Comprehensive Literacy Plan , pp. 24-26


Revisit Learning Intention: Identify the support needed to

implement discourse in every classroom

Success Criteria: You understand how to implement

discourse in classroomsDeveloped by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Implementation Ideas

As you think about what you learned about discourse in this session:

How do you plan to have this practice become part of your school’s culture?


Connecting Discourse to Assessment

“ Classroom discourse provides a supportive

context for students to share partial understandings and misconceptions, and instructionally embedded assessment allows teachers to gather information about students’ partial understandings or misconceptions and to further investigate students’ intended meaning through additional probing, guiding and reframing of questions.”

Webb (2004)Webb, David. (2004) Enriching assessment opportunities through classroom discourse. In Romberg, T (ed) Standards-basded Mathematics Assessment in Middle School. NY: Teachers College Press, p. 170

Choose one of the talk moves to try in your classroom. Monitor which of the five productive moves you used in this situation.Write a reflection on this experienceWhat worked? Why?What was a challenge? Why?

Professional Practice


Feedback Questions

What are the benefits of incorporating discourse in the mathematics classroom?

What challenges do you anticipate as you emphasize discourse in your school?


Classroom Discourse and Classroom Practice Pandora Bedford Rosann Hollinger Bernard Rahming Hank...

Documents

Transcript of Classroom Discourse and Classroom Practice Pandora Bedford Rosann Hollinger Bernard Rahming Hank...