Welcome to HOT in the City:

Higher Order Thinking Through Math Discourse !

**Please do your Math Message!**

HOT in the City: Higher Order Thinking Through

Math Discourse

William Conroy, Sue Burbank, Paige Calhoun, Jo McHugh & Meg Borowski, Hartford Public Schools

Mary Truxaw & Megan Staples, UConn

ATOMIC ConferenceMohegan Sun, Uncasville, CT

November 30, 2009

Batchelder ACCESS Teachers

UConn-Hartford Math ACCESS Project

Academic Content & Communication Equals Student

Success

2008-2009: Math ACCESS Project

• Funding from State Dept. of Higher Education Teacher Quality Partnership Grant

• 45 hours PD & ongoing collaborative work with ~23 teachers from 4 Hartford Schools• Bulkeley High School• Batchelder School• Kennelly School• Watkinson School

Math ACCESS Project: Uconn/Hartford Teachers

Objectives for Today

• Introduce what a Higher Order Thinking (HOT) lesson is

• Model a HOT lesson

• Discuss collaborative methods to create HOT lessons

• Share advantages of HOT Math

Math Message GraphsMatch one of these graphs: Number of turkeys sold during a year

• We often start our math classes with a math message.

Batchelder News!

Content Objectives:• Students will identify & analyze topics with

line graphs with missing labels.

• Students will apply what they know about the topics & add titles, axes labels & other graph info.

Batchelder News!

Language Objectives:• Students will use a language frame to

explain why they paired graphs with titles“For title ______ we chose graph _______ because _________.”

• Students will write “news” stories based on the graphs they piece together describing the trends in the graphs.

Key Vocabulary: graph, x-axis, y-axis, title, trend, scale

Graphing Activity• Team up• Discuss how the 6 numbered graph titles match up

to the graphs labeled with letters1. Number of Jelly beans sold through the year

2. Amount of snow fall through the year3. Number of people in school through the year4. Amount of ice cream sold during the year5. Amount of people at Hammonasett Beach in

Connecticut during the year6. Times when there are tests during the year

• Use the handout to discuss which graphs fit which title and use post-it notes to label your graph choices

• Check Point: Find a presenter and explain one of your matches

Discuss Modeled Lesson

• What did you notice?

• Did you see the content and language objectives?

• How was this HOT?

• How was math involved?

• What was the purpose of the check-point?

Students’ Success in Mathematics and Success on Mathematics Assessments

Promotes the development and use of Academic

Language, including the mathematics

register

Presses for Higher Order Thinking,

including justification and sense making

Affords Access for All Students on some level to

rigorous mathematics

H.O.T. Discourse

• Higher Order Thinking:• For discourse to be H.O.T., there must be

opportunities for cognitive challenges that promote higher order thinking

• There must be linguistic support for these the cognitive challenges.

Language Objectives

A key feature of the HOT lessons is the explicit inclusion of language objectives in addition to math content objectives.

Categories of language objectives:Key vocabularyLanguage functions (ways language used)Language skillsGrammar or language structuresLesson tasksLanguage Learning Strategies

EchevarrÍa, Vogt, and Short (2007) Making Content Comprehensible for English Learners: The SIOP Model

Academic Language in Practice•Language objectives—for example: •Students will write news stories based on the graphs they piece together and the trends observed.

•Sentence frames—for example:• “For title ___ we chose graph ____ because ____.”

•Language arts strategies—for example:•Time/sequence words, etc.

•Attend to student explanations—for example:•Talk moves, asking HOT questions, etc.

•Etc.

See our kids in action

How can you do this? (see handouts)

• Collaboration• Schedule time • Use protocols • Create a common vision• Share resources • Create, plan, and test lessons• Create a safe environment for critiquing

lessons• Administrative support• Support and expand math instruction

beyond the textbook

ACCESS Students’ Decrease in 0s onStrand 25 Type PromptsFall & Spring 2008-2009

ACCESS Students’ Increase in Mastery on Strand 25 Type PromptsFall & Spring 2008-2009

Thank you!Questions?