April 7, 2017
April 7, 2017
- Happy Aloha Friday!
- Mass today at 8:00 followed by Town Hall and the musical at 10:45 and this weekend.
- Professional Development today at 12:30. Thank you Sister Claire for steering!
• Providing opportunities for guided mathematical talk
- Here’s part II to the excellent piece entitled “Supporting Math Talk in Small Groups” by Hala Ghousseini, Sarah Lord, and Aimee Cardon in Teaching Children Mathematics in March of 2017.. The key to productive small-group work, say Ghousseini, Lord, and Cardon, is how teachers launch the lesson before students begin working in groups:
– During the lesson launch, the teacher can walk students through the kind of thinking they’ll be asked to do in groups. For example, a teacher introducing a small-group activity on comparing fractions elicits several different ways of expressing equivalence –
How do you know that this drawing of 1/6 is the same as that one?
“Her requests for multiple explanations engaged students in different ways of articulating their thinking and reasoning,” say Ghousseini, Lord, and Cardon. “This form of guided math talk during the lesson launch gives all students space to get into the habit of listening, responding to one another’s ideas, and providing explanations for mathematical concepts. It allows students with different levels of mathematical proficiency to learn skills that can support equitable participation in small-group work.” A teacher might also ask students to do a quick turn-and-talk about a specific question – for example,
How would you know how to circle multiples of three on a hundreds chart?
• Providing resources that support mathematical talk
– In the lesson launch, the teacher can draw students’ attention to manipulatives, visuals, or props that support high-quality math talk in groups. For example, with the 5-10 skip-counting activity, the teacher might say, “I would make sure I had my skip-counting chart in front of me. If you don’t need to use it, don’t use it. It’s there just in case you ever get stuck on a number.” A teacher could also remind students of vocabulary they’d learned, perhaps referring to a word wall or an anchor chart. Then, while students work in pairs or small groups, the teacher circulates, monitors, and intervenes as necessary, watching for insights or misconceptions to bring up when the class comes back together.
- The Little Mermaid tonight and tomorrow and thanks Christy for steering! God bless you.