Slices of Teaching

Some of you will have ample opportunities to teach mathematics in your internship classroom, but others will not. Mathematics assessments are very high stakes, and you may find that your mentor teacher is reluctant to let go of control over mathematics teaching. You may also find that the way you are learning to teach mathematics in this course does not align with the approach your mentor teacher, the curriculum, the school, the district, etc. promotes. This can further complicate the situation and make it difficult for you to teach mathematics using what you are learning. This assignment provides an opportunity for you to enact some of the practices from the course in your internship classroom.

Why are the slices of teaching so highly-structured?

How do I complete the assignment?

Options for Slices of Teaching

Learning Objectives

Why are the slices of teaching so highly-structured?

Slices of teaching are highly structured in order to:

alleviate the burden of planning from your workload
help your mentor teacher know exactly what to expect
allow you to “blame” doing something different on me (i.e., “I have to do it this way for my course.”)

How do I complete the assignment?

Read/watch and then share the letter and/or video I have prepared for you and your mentor teacher to understand the assignment and the options.
With your mentor teacher, select at least one of the options. You are welcome to do more than one if you and your mentor teacher desire.
Enact the mini-lesson on an agreed upon date. Please note the possible dates listed in the letter and explained in the video. These dates are required in order to ensure you've completed the course readings and assignments that will prepare you to do the mini-lesson.
Reflect on your enactment, ideally with your mentor teacher.
Report out to the whole class on how the mini-lesson went and what you learned. This will be time for you to get formative feedback from me and your peers.

Options for Slices of Teaching

Problem Solving Stations Activity

You can do a Problem Sovling Stations Activity in your internship classroom after Week 6.

Number Talk

You can do a Number Talk in your internship classroom after Week 6.

Collaboration Skill Builder

You can do a Collaboration Skill Builder in your internship classroom after Week 10.

Learning Objectives

Demonstrate knowledge of mathematics concepts, practices, and curriculum.

You can enact activities that support the development of counting and whole number operations. (Problem Solving Station & Number Talk only)
You can use effectively tools or other resources to support mathematical reasoning and sense making.

Demonstrate pedagogical knowledge and practices for teaching mathematics.

You can use teacher discourse moves to elicit and respond to students’ mathematical thinking.
You can enact tasks for collaborative learning that draw on structures and features proven to effectively support the learning of mathematics by each student. (Collaboration skill builder only).
You facilitate mathematics activities that leverage other sources of knowledge, resources, or experiences to support students to explore and grapple with mathematical ideas and relationships.

Demonstrate awareness of social contexts of mathematics and learning.

You demonstrate a belief that all people are capable of thinking mathematically and are capable of solving sophisticated mathematical problems with effort when those problems are crafted to be accessible.

Demonstrate a work ethic worthy of a noble profession.

You can analyze and learn from teaching to improve your own teaching to more effectively support student learning.

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