Mathematics Teacher Leader

Session 2: Modelling Exemplary Teaching – Teaching Through Problem Solving

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In this Session, teachers will:

Reflect on current views of teaching mathematics and what it means to ‘teach through problem solving’;

Describe examples and non-examples of each part of the Framework

Analyze a lesson – noticing the attributes of the Framework

Stop and Reflect

A Teacher’s Professional Development Journal

Throughout each chapter there are questions to help you to reflect on

what you are reading. Please take some time now to consider your responses to the

following questions:

Teaching for Understanding

Look back at the chapter (1) and identify any ideas that make you

uncomfortable or that challenge your current thinking about mathematics

or about teaching and learning mathematics. Try to determine why these ideas challenge you or make

you uncomfortable. PINK

Teaching Through Problem Solving

Describe in your own words what is meant by “teaching mathematics through problem solving”. What do you foresee to be some

opportunities and challenges to implementing problem-based mathematics tasks effectively in

your classroom?What is Teaching Through Problem Solving

What are some opportunities for Teaching Through Problem Solving

What are some challenges for Teaching Through Problems

BLUE YELLOW PURPLE

Teaching Through Problem Solving

What is Teaching Through Problem

Solving?

Teaching Through Problem Solving

What do you foresee to be some opportunities to implementing problem-

based mathematics tasks effectively in your

classroom?

Teaching Through Problem Solving

What do you foresee to be some challenges to

implementing problem-based mathematics tasks

effectively in your classroom?

…where students are confidently engaged in doing mathematics, problem solving,

reasoning, critical thinking, collaboration and inquiry. This classroom will feature teachers who intentionally facilitate a community of students with rigorous and relevant tasks,

building on student understanding and strategies to develop procedural and

conceptual knowledge. - National Mathematics Strategy

A Vision of Mathematics Education

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Quick Quiz: Name the three (main) parts of the framework

What it is and What it isn't Example/Non-example

ENGAGE PHASE

Bermuda Framework for Teaching Mathematics

ENGAGE PHASEActivate student thinking(~20% of time in lesson

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Observing a Lesson

Observing a Lesson

Framework Tasks/Assessment

Teacher Saying Teacher Doing

Students Saying Students Doing

Which attributes of an effective mathematics lesson did you observe?

Which elements of the Bermuda Framework for Teaching Mathematics did you notice? How was the lesson ‘taught through Problem Solving’?

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Observing a Lesson

Think/Pair/Share

A. Think about your mathematics lessons and what opportunities students have to “DO MATHEMATICS”Describe these opportunities to a partner.

B. Now think about your mathematics lessons and what opportunities students have to share their thinking with each other.Describe these opportunities to a partner.

By Grade Level: Reflect on the instructional practice that you have been focusing on. What did you do? How did it go? How did your students respond?

Teacher Reflection & Assignment

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Reading: NCTM Research Brief – Why is Teaching with Problem Solving so Important to Student Learning

Teacher Actions: How will you “Teach through Problem Solving”?

Reflection: Reflect on how you taught through problem solving. Describe briefly your ‘three-part lesson’ . How did it go? How did your students respond?

Before our next session: Go to http://www.myteacherpages.com/webpages/mathscience/forms.cfm

Complete form - Teacher Leader Reflection – Session 2 Bring to the next session: Resources you use to plan

(Eg. EDM Teacher Resource, Ready to Go Lessons etc..)

Teacher Reflection & Assignment

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Cambridge International Examinations (2011). Primary Maths Teacher Guide. Retrieved September 2012, from Cambridge International Examinations - Teacher Resources: www.cie.org.uk

Guskey, T.R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8, 381-391

National Council of Teachers of Mathematics (NCTM). Process Standards of Mathematics. Retrieved September 2012, from http://www.nctm.org/standards/content.aspx?id=322

Ontario Principals’ Council. (2009). The Principal As Mathematics Leader (Leading Student Achievement Series). Thousand Oaks, CA: Corwin Press.

Van de Walle, J., Karp, K. S., & Bay-Williams, J. M. (2014). Elementary and Middle School Mathematics: Teaching Developmentally: The Professional Development Edition for Mathematics Coaches and Other Teacher Leaders. Boston: Pearson Education Inc.

References

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ResourcesText & I SBN Title Authors Year Level

recommended

ISBN-13: 978-0132824828

Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades Pre K-2 (Volume I) (2nd Edition)

John A. Van de Walle, Lou Ann H. Lovin, Karen H Karp, Jennifer M. Bay Williams

P1-P3

ISBN-13: 978-0132824873

Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 3-5 (Volume II) (2nd Edition)

John A. Van de Walle, Karen S. Karp, Lou Ann H. Lovin, Jennifer M. Bay-Williams

P4-P6 *P3 may choose this book instead of Volume 1

ISBN-13: 978-0132824866

Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 6-8 (Volume III) (2nd Edition)

John A. Van de Walle, Jennifer M. Bay Williams, Lou Ann H. Lovin, Karen H. Karp

M1-M3 *P6 and S1 teachers may select this book

ISBN-13: 978-0133007008

Mathematics Coaching: Resources and Tools for Coaches and Leaders, K-12

Jennifer M. Bay-Williams, Maggie McGatha, Beth M. McCord Kobett, Jonathan A. Wray (Author)

All levels

ISBN-13: 978-0133006469

Elementary and Middle School Mathematics: Teaching Developmentally: The Professional Development Edition for Mathematics Coaches and Other Teacher ... Student-Centered Mathematics Series)

John A. Van de Walle, Karen S. Karp, Jennifer M. Bay-Williams

P1-M3