the facilitator: professional learning in mathematics

The Facilitator:Professional Learning

in Mathematics

Breakout 3

Breakout 3

Rational Objective:

• To identify underpinnings of effective facilitation of professional learning in mathematics

Experiential Aim:

• To increase efficacy as a facilitator of professional learning in mathematics

Activity 1: Hidden Highlights• Secretly record one

highlight from the plenary on a yellow sticky.

• Then give it to another participant to stick it on their forehead – no peeking!

• Each participant will have one unknown highlight on their forehead.

Activity 1: Hidden Highlights• You may ask any other

participant two yes/no questions.

• Once you have correctly identified your head highlight, post it on the Highlight Poster.

Activity 2: Reflection

• Reflect on the plenary messages.

• Identify things that support effective facilitation of professional learning in mathematics, specifically.

• Write one thing per card.

• Try to use fewer than 5 words.

Activity 3: Math Moves

• While viewing the video, think about what identifies this learning experience as facilitation rather than presentation.

• Did you notice any math moves?

• Add any new statements to the blue sticky notes.

Activity 3: Math Moves

Activity 4: Intriguing?

• As a group, select one card with something that intrigues you.

Activity 4: Daunting?

• Now select one that is daunting.

Activity 5: Pairs

• Select a pair that might go together.

Activity 6: Naming

You’re going to call me WHAT!?

Activity 7: Dotmocracy

• Put a green dot on the stack that is the most relevant and important for your situation.

• Put a red dot on the stack that is the least relevant and important for your situation.

Activity 8: Dialogue

Participation Guidelines:

• Everyone has wisdom.

• We need wisdom for the wisest results.

• There are no wrong answers.

• The whole is greater than the sum of its parts.

• Each person will hear others and be heard.

Activity 9: Reflection

• Think about a time when you were a facilitator of professional learning of mathematics.

• Consider our “stacks” and reflect on what you might have done differently. Why?

Moving Forward

• What needs to take place to increase the frequency of the use of these practices?

• How will this dialogue and your reflections affect what you do in the coming year?

• How can we support each other?