PVNC MATH3 PROJECT

DIGGING DEEPER WITH DIFFERENTIATION

Session 2

Agenda8:45 Coffee and Gathering

9:00 Opening Prayer Project Update Sharing Questions and Observations

Common and Scaffolding Questions

Health Break

Three Part LessonTeacher Survey

11:50 Lunch

Prep and Planning TimeData CollectionCreating Open Questions and Parallel Tasks

Health Break

Creating a Plan for second cycle 3:10 Closing Remarks

Learning Goals

• know how to plan for challenges when using open questions and parallel tasks

• have a deeper understanding of the three part lesson and how to use open questions and parallel tasks throughout the lesson

• begin to develop a framework for collaborative planning, instruction and assessment during the second cycle

After participating in session 2 of this cross panel professional learning cycle, you will...

Success Criteria

• be able to communicate the difference between and need for common questions and scaffolding questions when using open and parallel tasks

• begin to use the three part lesson when planning for instruction

• use the resources and time available to plan effective math instruction and assessment with other participants

After participating in the first stage of this cross panel professional learning cycle, you will...

A PROFESSIONAL LEARNING CYCLE Plan

Nov. Today

Reflect Act Today (May) Dec/Jan (Mar/Apr.)

Observe

Dec/Jan (Mar/Apr.)

Between Session

Looking Ahead

February 24, 2010: Dr. Marian SmallPeterborough Curling Club

April 21, 2010: Math3 - Session 3St. Thomas Aquinas

Sharing our Experiences

1.What types of questions did you try out? Open? Parallel?

2. How did you feel as a teacher while planning/implementing?

3. How did your students react?4. Any positive stories to share?5. Any challenges you faced?6. Any supports that you feel could help

during the second session?

Mathitude

Creating a Math Community

Questioning

Differentiating

RespondingFearless listening and speaking

GAINS WEBSITE, 2009

What types of Questions?

• Open Questions– Open: many ways to solve, many possible

answers– Open Routed: many routes to solve, one correct

answer• Parallel Tasks

– Choice (based on readiness)

Open QuestionsDefinition: A question that is framed in such a

way that a variety of responses or approaches are possible.

(Marian Small, 2009)

Some questions may have one definitiveanswer (Open Routed) while others may have many possible answers (Open)

Parallel TasksDefinition: A set of tasks (2 or 3) that are

designed to meet the needs of students at different developmental levels, but that get at the same big idea and are close enough in context that they can be discussed simultaneously.

(Marian Small, 2009)

Some Considerations: operations used, size or type of numbers used, types of measurement

Common Questions are used during the discussion to reflect on student work and strategies

GAINS WEBSITE, 2009

Common QuestionsCommon Questions are developed so that any student can respond despite the task chosen.

1. They encourage discussion among students.

2. Give insight into student thinking and process during problem solving

3. Can be used as a tool for assessment

Parallel Tasks and Common Questions

Common Questions:

Choice B

A line of 2/3 goes through (-4,-1). Name two points of the line.

Choice A

A line of slope -2/3 goes through (-4,-1). Name two points on the line.

Do you know which way your line slants? How do you know?

Could (-4, 3) be on your line? How do you know?

What are your points and how did you get them?

Common Questions

With a partner, choose two tasks from the handout “Parallel Task” Choices.

Come up with 3-4 common questions for eachof your choices.

Scaffolding Thinking Prompts

You ask an open question…

and nobody responds!

We need strategies we can use in this situation without closing the question or halting student thinking?

Scaffolding Thinking Prompts

Open Question:

Create two linear growing patterns that are really similar.How are they similar?

BLANK STARES...

Scaffolding Thinking PromptsOpen Question:Create two linear growing patterns that are really similar.How are they similar?

Could one of your patterns be 1,4,9,16...?

If you were describing your pattern to another student, what information would you give them?

Are 2,5,8,11,14,... And 5,10,15,20,... really the same?

How do these questions scaffold student thinking to answer the open question?

• It takes 5 English words to describe an algebraic expression with one term.

• What could be the algebraic expression and the description?

Three Part Lesson

MINDS ON...

ACTION!

CONSOLIDATION / DEBRIEF

MINDS ON...• Activates student thinking

• Links previous knowledge / learning to learning goals of the lesson

• Makes connections to topics of interest, cross-curricular experiences, etc.

• Open questions

ACTION!• Investigating, exploring, reasoning, communicating, problem solving, concept and skill building

• Fearless speaking and listening

• Assessment for and of learning

• Parallel Tasks

CONSOLIDATION / DEBRIEF• Pull out the math

• Discussion and sharing strategies

• Assessment for and of learning

• Open questions

PARTICIPANT SURVEY

http://www.surveymonkey.com/s/J2LJDLS

STUDENT SURVEYhttp://www.surveymonkey.com/s/J2HVXGT

Resources

Math Coach

Release Time

DI Materials

Wiki

• Co-plan• Co-teach• Debrief/next steps

Beyond MonetGood QuestionsTIPS4RMDI Teaching and Learning Examples

Between session release time is availablefor sharing observations and reflecting and planning

mathcubed.wikispaces.comdiscussionsharingresourceslinks

Your TurnThis afternoon will be dedicated to planning instruction using the three part lesson. Together you will be working on developing some open questions and parallel tasks that you will use in your classroom.

In pairs or small groups, take a look the resource you use most often and create a plan for using open questions and parallel tasks. Develop a few to use and share with each other.

Making a CommitmentSetting Goals

1. What type of question(s) will you incorporate into your math instruction?

2. How often will you incorporate this type of questioning into your math instruction?

3. Where in the three part lesson will you use this type of questioning?

4. When and how will you collaborate with other participants in the project?

Reserved Dates for Math CoachDates available for this project

February 22March 1

March 22 March 31