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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

Notice: