We are learning to…
Collaboratively plan problem-based lessons focused on high-cognitive demand tasks, teacher questioning and student discussion utilizing the Bring • Do • Leave lesson planning tool.
Analyze student thinking using the Student Discourse Observation tool.
Predict, discuss evidence of, and make inferences about student thinking and learning (including common misconceptions) employing the Three Phase Reflective Dialogue Protocol.
Reflect upon, revise, and plan next steps in student learning with consideration to vertical and horizontal progressions in the CCSS-M.
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Smith, M. S., & Stein, M. K. (2011). 5 practices for orchestrating productive mathematics discussions. Reston, VA: National Council of Teachers of Mathematics.
Stein, M. (2009). Implementing standards-based mathematics instruction : A casebook for professional development (2nd ed.). Reston, VA: New York: National Council of Teachers of Mathematics; Teachers College Press.
Stepanek, J., Appel, G., Leong, M., Mangan, M.T., & Mitchell, M. (2007). Leading lesson study: A practical guide for teachers and facilitators. Thousand Oaks, CA: Corwin Press.
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Weaver, D., Dick, T., & Rigelman, N. M. (2005, September). Assessing the quantity and quality of student discourse in mathematics classrooms. Paper presented at Math Science Partnership Evaluation Summit, Minneapolis, MN. Available at: http://hub.mspnet.org/entry.cfm/12626.
Project Funded by Oregon Department of Education • Math Science Partnerships