8 hours TRC
The time spent here focused on newest classroom practices based on teacher research in seven different classrooms across the United States.. The common element uniting these seven studies was they were built on the foundation of growth mindset. Within each of the seven classrooms the teachers had utilized a variety of materials to teach students about growth mindset, and the value of mistakes. From there, each classroom had to a different focus to increase student learning and success. The focus topics were: number talks, team rubrics, goal setting, exam wrappers, exit slips, mistake fixes and quiz/test analysis. The teachers presented what they had done in their classrooms, the data they collected and the impact of the change on learning. These topics are continuing to be investigated in the upcoming year to verify the original results.
16 hours of SLI
Three of the sectionals showcased the Mathematics Teaching Practices from Principles to Action. Presenters clarified the information and gave us practice utilizing and implementing the skills.
During the 5 Practices for orchestrating Productive Math Discussions we worked on anticipating, monitoring, selecting, …show more content…
In funneling questions, the teacher is cognitively engaged, leads the student through a procedure by questioning and the student gets the right answer without ever seeing the connection between the questions. However, in focusing questions, the student is engaged in the cognitive activity, the questions guide them through their own thinking and the teacher can understand what the student is thinking. Additionally, there are four types of questions: gathering information, probing thinking,making the mathematics visible, and encouraging reflection and justification. Each group collaborated to rewrite the chapter questions so they were focusing questions and with some questions of each
The time spent here focused on newest classroom practices based on teacher research in seven different classrooms across the United States.. The common element uniting these seven studies was they were built on the foundation of growth mindset. Within each of the seven classrooms the teachers had utilized a variety of materials to teach students about growth mindset, and the value of mistakes. From there, each classroom had to a different focus to increase student learning and success. The focus topics were: number talks, team rubrics, goal setting, exam wrappers, exit slips, mistake fixes and quiz/test analysis. The teachers presented what they had done in their classrooms, the data they collected and the impact of the change on learning. These topics are continuing to be investigated in the upcoming year to verify the original results.
16 hours of SLI
Three of the sectionals showcased the Mathematics Teaching Practices from Principles to Action. Presenters clarified the information and gave us practice utilizing and implementing the skills.
During the 5 Practices for orchestrating Productive Math Discussions we worked on anticipating, monitoring, selecting, …show more content…
In funneling questions, the teacher is cognitively engaged, leads the student through a procedure by questioning and the student gets the right answer without ever seeing the connection between the questions. However, in focusing questions, the student is engaged in the cognitive activity, the questions guide them through their own thinking and the teacher can understand what the student is thinking. Additionally, there are four types of questions: gathering information, probing thinking,making the mathematics visible, and encouraging reflection and justification. Each group collaborated to rewrite the chapter questions so they were focusing questions and with some questions of each