Try, Discuss, Connect Routine

This is an example of the Try, Discuss, Connect Routine that I implement in my classroom during our core math instruction.

Above you will find my presentation for how I facilitate mathematics instruction within my classroom practice. This is a snap shot of the work that regularly occurs within my practice and classroom. This lesson highlights the ways in which I help students make sense of our problems, connect one and other's thinking, and  facilitate discourse with in my classroom. I have also included student data from our Try It problem as well as student exit ticket data. Utilizing this routine for instruction allows me to think critically about the ways that I am supporting my students, what scaffolds I need to utilize, what models are beneficial for deepening understanding, 

Mathematics Specialist Standards 

II.c.i. Know learning trajectories related to mathematical topics and use this knowledge to sequence activities and design instructional tasks.

II.c.ii. Use multiple strategies, including listening to and understanding the ways students think about mathematics, to assess students’ mathematical knowledge.

II.c.iii. Understand the importance of careful sequencing and development of mathematical ideas, concepts, and skills in the preK–middle/middle to high school grades curriculum; be able to engage in discussions and decision-making to establish appropriate benchmarks for learning goals.

II.c.iv. Select, use, adapt, and determine the suitability of mathematics curricula and teaching materials (e.g., textbooks, technology, manipulatives) for particular learning goals.

II.c.vi. Know the different formats, purposes, uses, and limitations of various types of assessment of student learning; be able to choose, design, and/or adapt assessment tasks for monitoring student learning.

II.c.vii. Use the formative assessment cycle (administer a formative assessment task, analyze student responses to the task, and design and reteach lessons based on this analysis) and be able to find or create appropriate resources for this purpose.

II.c.viii. Analyze formative and summative assessment results, make appropriate interpretations and communicate results to appropriate and varied audiences.

III.ii.a. Engage in and facilitate continuous and collaborative learning that draws upon research in mathematics education to inform practice;

III.ii.b. enhance learning opportunities for all students’ and teachers’ mathematical knowledge development;

III.ii.c. involve colleagues and other school professionals, families, and various stakeholders; and

III.ii.d. advance the development in themselves and others as reflective practitioners as they utilize group processes to collaboratively solve problems, make decisions, manage conflict, and promote meaningful change.

III.iv.a. Evaluate educational structures and policies that affect students' equitable access to high quality mathematics instruction, and act professionally to assure that all students have appropriate opportunities to learn important mathematics.

III.iv.b. e.g., evaluate the alignment of mathematics curriculum standards, textbooks, and required assessments and make recommendations for addressing learning and achievement gaps;

III.iv.c. collaborate with school-based professionals to develop evidence-based interventions for high and low-achieving students;

III.iv.d. advocate for the rights and/or needs of all students and to secure additional resources as needed.

III.v.a. Use mathematics-focused instructional leadership skills to improve mathematics programs at the school and district levels,

III.v.e. partner with school-based professionals to improve each student’s achievement;

III.vi. Select from a repertoire of methods to communicate professionally about students, curriculum, instruction, and assessment to educational constituents—parents and other caregivers, school administrators, and school boards.