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. I have included three artifacts: a presentation, sequenced student work, and student exit tickets after completing the lesson. These artifacts represent the work that regularly occurs within the structure of  my  mathematics classroom and highlight the ways that I approach instruction. 

Above you will find my presentation for how I facilitate mathematics instruction within my classroom practice (II.c.ii., II.c.iv., III.ii.b.). 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 others'thinking, represent and make sense of mathematical language, and  facilitate discourse within my classroom. I have also included student data from our Try It problem along with a caption about how their  work was sequenced to connect mathematical thinking (II.c.i., II.c.iii.) 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, as well as the formative data that I use to inform next steps for instruction (II.c.vii., II.c.viii.).

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