MILWAUKEE PUBLIC SCHOOLS

Exploring a Think AloudAcademic Coach-Math TrainingFebruary 8, 2013

Presented by ACMs: Shirley KimmonsElnore McKinley

Good Problem Solvers…Good problem solvers become aware of what they are doing and frequently monitor, or self-assess, their progress or adjust their strategies as they encounter and solve problems.

NCTM Principles and Standards, 2000

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Learning Intention Success Criteria

We are learning to deepen our understanding of an instructional strategy to strengthen problem solving skills in all students.

We will know we are successful when we can articulate what is meant by explicit instruction and Think Aloud during problem solving.

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What does it mean to engage in Problem Solving?

Jot down your thoughts to these questions: What comes to mind when you hear the

“words” problem solving? What is the purpose of problem solving in

mathematics? What do your students think of when they

hear those words? What strategies do you use to help them?

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Why engage in problem solving?

Solving problems is not only the most important end of mathematics, it is also a means for learning mathematics. (Beckman, 2008)Good problems: Deepen our thinking about mathematics Help us recognize connections between topics in

mathematics Force us to confront mathematical

misconceptions Working on “good problems” we learn

mathematics better! Even a simple one-step or two-step story problem can be a “good problem” for some students.

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MMP Think AloudProblem Solving Strategy

Four Components Setting the Stage-Task Clarification Clarification of Concept and Context-

Making Connections Working on the Problem Thinking about the Solution

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Explicit Instruction Think Aloud

Explicit instruction encompasses a series of teaching components such as modeling, opportunities for students to respond, guided practice, and corrective feedback.

Not just telling students the steps you take to compute an answer…but teachers modeling to think aloud the steps and decisions they make when solving a problem. (Silbert, Carnine, & Stein, 1989).

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Wearing 2 Hats Experience a Think Aloud as a 4th grade

student. Use your handout paper to reflect on your

experience of the Think Aloud.

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A point I would like to make. . .

A question or concern going around in my head. . .

An idea that squares with my beliefs…

Getting Ready

4th grade students This task is presented in the middle of the

unit

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Setting the Stage-Task Clarification

Part 1 Put your pencils down Independently read the problem Visualize the situation Restate the problem (not

focusing on the answer) When finished, turn the paper

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Sub SandwichesLast year students in fourth grade took field trips to several places in New York City. Because there were parent chaperones, the students could visit 4 different places on the same day. Four students went to the Natural History Museum, five students went to the Modern Art Museum, eight students went to Ellis Island and the five remaining students went to the Planetarium. The school cooks made large sub sandwiches to be shared for lunch. All the sandwiches were the same size. They gave 3 sub sandwiches to the kids at the Natural History Museum, 4 subs went with the kids to the Modern Art Museum, 7 subs went to with the Ellis Island group, and 3 subs went to the kids at the Planetarium. The next day students were complaining that “it hadn’t been fair”, some students got more to eat than others.

Do you agree with the students? Justify your work with words, numbers and pictures.

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Setting the StageTask Clarification

Part 2: Shoulder Partner Retell the problem to each other Do not tell the solution or try to solve

the problemPart 3: Whole Group Volunteer: share what you visualized

as your thought about the task. Volunteer: Retell the story to whole

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Clarification of Concepts and Context: Making Connections

Clarify vocabulary specific to the mathematics concepts

Clarify vocabulary related to the context of the problem

Connect the mathematical ideas to previous work

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Where to Start

With a shoulder partner: Discuss various approaches for

entry into the problem. Share reasoning on

approaches. How might you start working

on the problem and why?14

Thinking about the Solution

Redefine the question in the problem. Survey students for models of what the

solution strategy might look like. Relate connections between the answer, the

solution, and the problem. How did you think about the question in the

problem? What models were used to help think about

a solution strategy? What connections can be made between the

answer, the solution strategy, and the problem? 15

Solve the Task Individually solve the problem Share your strategy with a partner Be prepared to share out whole group

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Debrief: Thinking About the “Think Aloud” Process…

Reflect on the Think Aloud” process modeled

Discuss with a elbow partner 4 components of the Think Aloud How is this process similar or different to other

strategies you have seen in the classrooms or strategies you have utilized?

What would be advantages to this strategy? What might be some barriers you could

identify? How will you use this strategy in your

work as ACM?17

Poyla’s Four Steps to Problem Solving Understanding the Problem Devising a Plan Carrying out the Plan Looking Back

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What’s a Think Aloud? Based on a reading strategy, a “Think

Aloud” in reading, models what kinds of thinking a good reader uses to comprehend text.

The use of a “Think Aloud” for math was developed by a MPS Mathematics Specialist and a MPS Literacy Specialist.

MPS implements the strategy differently in mathematics than in reading.

The “Think Aloud” process develops independent thinking by students when working in problem solving situations.

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What does a Think Aloud do?

Helps visualize the situation posed Develops important mathematical

concepts and connections Clarifies vocabulary Focuses on what is needed for answering

and developing points of entry into a strategy for solving the problem

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Learning Intention Success Criteria

We are learning to deepen our understanding of an instructional strategy to strengthen problem solving skills in all students.

We will know we are successful when we can articulate what is meant by explicit instruction and Think Aloud during problem solving.

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Thank You! Shirley Kimmons contact information

Kimmonsf@milwaukee.k12.wi.us Hi-Mount Community School K-8

Elnore McKinley contact information mckinlem@milwaukee.k12.wi.us Carson Academy of Science K-8

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Milwaukee Public SchoolsExploring a Think Aloud

MPS Board of School Directors

Dr. Michael Bonds, PresidentLarry Miller, Vice PresidentMark Sain, District 1Jeff Spence, District 2Annie Woodward, District 4Dr. Peter Blewett, District 6David Voeltner, District 7Meagan Holman, District 8Terrence Falk, At-Large

Senior Team

Dr. Gregory Thornton, Superintendent

Naomi Gubernick, Chief of StaffDarienne Driver, Chief Innovation OfficerTina Flood, Interim Chief Academic OfficerDr. Karen Jackson, Chief Human Resources OfficerMichelle Nate, Chief Operations OfficerGerald Pace, Esq., Chief Financial OfficerAnita Pietrykowski, Chief School Administration OfficerDenise Callaway, Executive Dir. Community EngagementPatricia Gill, Executive Director, Family Services Sue Saller, Coord. Superintendent’s Initiatives