Rich Math Tasks Part 2
Inst. Coaches
Created on February 26, 2024
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#CCA PD Day
April 5th, 2024
Math
Using
Tasks
Teaching
9-12 Content Specialist (Math)
6-8 Content Specialist (Math)
Dan Carpenter
Janine Simek
3rd Grade Math Teacher
Kelly Fahnestock
5th Grade Math Teacher
Sara Pawloski
5th Grade Math Teacher
Brian Lewandowski
Math Instructional Specialist
3-5 Content Specialist (Math)
K-2 Content Specialist (Math)
Heather Sharp
Stacy Erdman
Tyler Petrouskie
CCA Math Crew
Learn More
Mix it Up
CCA Successes
Overview
5 - Student Ownership
Discuss
Video
6 -What's Next?
Overview
Video
4 - Productive Struggle
Review Rich Learning
Disrupt the Norm
Thanks
Intro
Discuss
INDEX
Examine and discuss how you could apply these practices to your teaching.
Identify the purpose of each step in the rich math task process.
Observe and evaluate real PBL lessons.
Learning Targets
Norms
Discover
Struggle
Anticipate
Prepare
Launch
Get Curious
Own Learning
Synthesis
Where we are - where we're going
Extra Resources
Rich Math Tasks
Isolated lessons
Which plate?
Visual courtesy of MonaMath
Productive Struggle
Discover
O4
Own Learning
Synthesis
Discover
Struggle
Launch
Get Curious
Anticipate
Prepare
Building a Rich Task
Liljedahl would say this is about making students THINK
Don't interfere, be their guide; their Jedi master
Oh yeah... the IM lesson plans online provide prompts that align with the tasks
Teaching ≠ talking Teaching = listening & asking questions
"There is no try, only do" -Yoda
It can be hard to step aside and let the students do the thinking
Teacher Move: Intentionally select student work that guides other groups
The culture of your class is vital to allow for these interactions
So that's productive struggle: making the math a puzzle that students want to solve together
Resist the urge to be the answer key
Struggle? Sounds hard...
Productive Struggle
Share some of your favorite lines/ questions to deflect the thinking back to students.
8 mins
some ideas
Discuss
What does a teacher do during the productive struggle phase of the lesson?
In what ways can a teacher prepare their students in advance for productive struggle?
Student Ownership
Synthesis/Consolidation
O5
Own Learning
Synthesis
Explore
Struggle
Launch
Get Curious
Anticipate
Prepare
Building a Rich Task
Teacher move:Intentionally leave time at the end of class for closure
Nim MASTER 👑
I like how he makes a sense of community by bringing the students together
Students lead the discussion and critique others
the teacher was strategic about which students would share
There's hardly any "traditional" teaching done by the teachers
So give THEM credit for THEIR hard work!
During class they should work harder than the teacher
Math is NOT just about the numbers...
Thanks Dan - I've learned so much!
Let's Review:
- Prepare
- Light curiousity
- Struggle
- Ownership
it developes skills like creativity, problem-solving, & collaboration
Hi Dan!
Student Ownership
How can we support and include students who are hesitant to participate?
8 mins
Discuss
Estimate What percentage of the talking is done by students vs. by the teacher in these lessons? How about in your lessons?
What benefits are there to shifting our teaching practices to include more rich tasks?
What's next?
Rich Learning at CCA
O6
AP Stats - Probability game
Alg 1 - Simple, but powerful visual
Alyssa Shissler
HS Samples
Brian Lewandowski
Multi-Digit Division (teammates as worked examples)
Dividing Fractions Mac & Cheese TASK
Grade 5 Samples
CCA Successes
Kelly FahnestockArea - Bumper Car TASK
Grade 3 Sample
Part 1 - Rich LearningPart 2 - Sparking CuriosityPart 3 - Productive StrugglePart 4 - Student Ownershipwith breakdowns of each of the tasks featured
Rich Tasks Playlist
Dan's TED Talk
More Rich tasks
Australian-based math organization that produced the videos shared
Speaker, Dan Finkel's website
https://mathspathway.com/
https://mathforlove.com/
Credits
Pam Harris
by Peter Liljedahl
Building Thinking Classrooms
Make Math Moments
Learn More
Connect with a math coach: Tyler Petrouskie MS - Tiff HenryHS - Jillian Fletcher
As educators, we should:- Grow & evolve with best practices- Provide personalized learning- Prepare learners to succeed in life- Transform learners into leaders-Spark a passion for knowledge & growth
Teaching using Rich Tasks= The future of teaching
Do you agree?
Alternate link to video
Videos are a simple, but powerful tool in our environment
- Building connections: something abstract like a scatterplot can show something as simple and concrete as a box of oranges 🤯- Students collecting and plotting data themselves gives them ownership- Plenty of student think time- Teacher is talking, but the discussion is student-led based on ideas shared in chat- Quick, time-efficient task
Notice:
Resource Padlet
Please add resouces that you think can help us with our Building Thinking Classrooms journey.
Alternate link to video
We don't always have to use a task. Edio includes the "teammates" that essentially provide worked examples of various strategies. Leverage these sparingly when students are hesitant to bring their own ideas forward.
- Warm-up = simple; quick; no "right" answer; low floor - high ceiling- Students bring ideas forward, teacher emphasizes key points- Students reflect and choose which strategy makes the most sense to them - Formative assessment throughout allows the teacher to build discussion based on student input even if learners don't want to share out themselves
Notice:
Alternate link to video
- Task is introduced, not over-explained- Student think time- Student work shared & engaged with (even misconceptions)- Culture where participation feels safe and mistakes are respected- Students critique and explain other student work- Teacher anticipated: well thought out responses using math vocabulary
Notice:
Alternate link to video
Enaging activities and educational games are still possible virtually - even with only chat participation!
- Clear directions: clarifying when needed; no clear strategy given- Students strategize on their own, exploring probability while trying to earn points for the game- Students build their own connections to the content (probability = gambling) allowing them to take ownership of the math - Teacher highlights key points and leads into deeper exploration of content
Notice:
Alternate link to video
- Task is introduced - anticipated possible misconceptions- Clearly defined student think time- Does not allow the answer early in the discussion (even if students know it)- Student ideas shared & engaged with- Culture where participation feels safe and mistakes are respected- Students critique and explain other student work-Multiple representations to achieve the answer