Points Worth: 50 possible in total (NOTE: Torrey may adjust this point total as the term goes on to reflect the percentage of our class content/activities spent on this assignment)
Due Date: Wednesday March 15, 2023
Project Overview:
For our final assignment, you will describe how your instruction incorporates the teaching practices we have studied this term (which includes sharing artifacts and evidence that demonstrate how you use the teacher moves in your instruction). We will spend many of our class sessions learning about and discussing how we do and can implement these teaching practices in our classrooms, so your grade for this project will include your participation in and completion of the following class sessions/activities/discussions:
Torrey will add this information during the term:)
Directions:
Access your personal folder then create a subfolder in it titled “My Mathematics Instruction Assignment”
Choose 3 of the teacher moves that we are studying this term (see list below and description of each move at the end of this page) and put artifacts in your “My Mathematics Instruction Assignment” folder that illustrate how you have implemented the teacher moves you chose in your instruction:
5 practices (anticipating, monitoring, selecting, sequencing, connecting)
Productive student talk (revoicing, repeating, reasoning, adding on, waiting)
Questioning
Meet with Torrey to chat about your work on this project OR do a 10-minute flipgrid response** to describe the following:
the three teacher moves you selected
the artifacts and evidence that you gathered demonstrating how you use each teacher move in your instruction
**Let Torrey know if you need help signing up for flipgrid
Teacher Moves for Facilitating Classroom Talk
5 Practices (Smith, M. S., Hughes, E. K., Engle, R. A., & Stein, M. K. (2009). Orchestrating discussions of challenging tasks: Keeping your eye on the mathematics to be learned)
anticipating student responses to challenging mathematical tasks;
monitoring students’ work on and engagement with the tasks;
selecting particular students to present their mathematical work;
sequencing the student responses that will be displayed in a specific order; and
connecting different students’ responses and connecting the responses to key mathematical ideas
Productive Student Talk (Chapin, O’Connor & Anderson (2009) Classroom Discussions: Using Math Talk to Help Students Learn)
Revoicing (“the teacher essentially tries to repeat some of all of what the student has said, and then asks the student to response and verify whether or not the teacher’s revoicing is correct” p. 14)
Repeating (“asking one student to repeat or rephrase what another student has said, and then immediately [follows] up with the first student” p. 15)
Reasoning (“after a student has made a claim, and the teacher has made sure that students have heard it and have had time to process it, she can move on to elicit student reasoning about the claim” p. 15)
Adding on (“asking for further commentary...asks others to contribute..or to add other comments” p. 16)
Waiting (“Many teachers are familiar with the important finding that after having asked a question, a teacher should wait at least five seconds fro students to think before calling on someone for an answer. Wait time also comes into play after a student has been called on. After a teacher has called on a particular student, that student should be given at least the same amount of time to organize his or her thoughts.” p. 17)
Questioning
Focusing versus Funneling Questions (Herbel-Eisenmann & Breyfogle (2005) Questioning our Patterns of Questioning )
Assessing and Advancing Questions (Smith & Stein (2018) Assessing and Advancing Questions)
Questioning suggestions provided by Ontario Ministry of Education (2011) Asking Effective Questions
Scoring Criteria
50 points total allocated as follows:
Torrey will add this information during the term:)