Choral Counting

Agenda

Choral Counting as an instructional activity– Experiencing the instructional activity as a

learner– Observing & unpacking the instructional

activity with K-8 students

Closing the session– Exit cards

Experiencing a Choral Count

Discussing the Activity

• Reflect on your experience as a “learner” participating in Choral Counting:

– Use the core practices to consider both teacher and learner actions.

• Share in your small groups/pairs what you noticed across the 3 core practices:

– Eliciting and responding to students– Orienting students to each other– Orienting students to the content

Videos of Choral Counting

Teaching Channel Videos:

Third Grade – Full Activity

First Grade -- Full Activity

5

Observing Choral Counting in Classrooms

• How does the teacher elicit students’ ideas? • What’s the range of teacher moves that the teacher uses

to respond to students? What are the affordances and drawbacks of these responses?

• How does the teacher support students in working together?

• How does the teacher orient students to each other’s mathematical ideas?

• How does the teacher orient students to the content? What are the ways in which the teacher highlights the mathematics that students are working on in this task?

Analyzing Choral Counting tasks

Here are some excerpts from a 3rd grade teacher’s journal.• Look across a variety of counting tasks and consider: • How did the teacher record the count? What patterns are

noticeable because of this recording? • How would you represent these patterns more visually

to provide further access for students?• What’s the mathematical “potential” in each of the

counting tasks? • What connections do you see to other content

areas/tasks?