successfully implementing high- level tasks
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Successfully Implementing High- Level Tasks. Bag of Marbles Task. Bag of Marbles Task. Examine the student work Were there additional strategies used by the students that were not discussed yesterday Which misconceptions discussed yesterday surfaced in the student work - PowerPoint PPT PresentationTRANSCRIPT
Successfully Implementing High- Level Tasks
Based on work by Dr. Margaret S. Smith, University of Pittsburgh
Bag of Marbles Task
Based on work by Dr. Margaret S. Smith, University of Pittsburgh
Bag of Marbles Task
Examine the student workWere there additional strategies used by the students that were not discussed yesterdayWhich misconceptions discussed yesterday surfaced in the student workWere there additional misconceptions beyond what was discussed yesterday
Based on work by Dr. Margaret S. Smith, University of Pittsburgh
Based on work by Dr. Margaret S. Smith, University of Pittsburgh
Linking to Literature/ Research: The QUASAR ProjectThe Mathematical Tasks Framework
TASKS
as they appear in curricular/ instruction
al materials
TASKS
as set up by the
teachers
TASKS
as implemented
by students Studen
t Learning
Stein, Smith, Henningsen, & Silver, 2000, p. 4
Planning for High level Tasks
High level mathematical tasks are often challenging to implement
One way to both control teaching with high-level tasks and promote student success with them is through detailed planning prior to the lesson
Based on work by Dr. Margaret S. Smith, University of Pittsburgh
Thinking Through a Lesson: Successfully Implementing High-Level Tasks
Focus question: What are some implications for teaching and learning that the article implies? Individually look for evidence in the article and highlight at least 3 implications cited by the authors Discuss these implications at your table and create a poster of your team’s top 5 implications for teaching & learning
Based on work by Dr. Margaret S. Smith, University of Pittsburgh
During the planning phase, teachers make decisions that affect instruction dramatically. They decide what to teach, how they are going to teach, how to organize the classroom, what routines to use, and how to adapt instruction for individuals.
Fennema & Franke, 1992, p. 156
Why Lesson Planning?
Based on work by Dr. Margaret S. Smith, University of Pittsburgh
Typical Lesson Plan Format
Goals and ObjectivesMaterialsMotivationLesson ProcedureClosure
Based on work by Dr. Margaret S. Smith, University of Pittsburgh
Typical Lesson Plan Format
Goals and ObjectivesMaterialsMotivationLesson ProcedureClosure
Based on work by Dr. Margaret S. Smith, University of Pittsburgh
Typical Lesson Plan Format
Goals and ObjectivesMaterialsMotivationLesson ProcedureClosure
Based on work by Dr. Margaret S. Smith, University of Pittsburgh
The Thinking Through a Lesson Protocol
In what ways is this protocol different from other lesson protocols or formats you have used in the past?
Based on work by Dr. Margaret S. Smith, University of Pittsburgh
How is TTLP Different?
Focuses on students’ learning
Addresses ways to facilitate the learning of all students
Requires anticipating a range of solutions or solution strategies
Prompts the development of questions that will support students engagement and learning
Based on work by Dr. Margaret S. Smith, University of Pittsburgh
Background on the Thinking Through the Lesson Protocol (TTLP)
• Framework for developing lessons• Dr. Margaret Smith- University of Pittsburgh
• “As a teacher, how will you determine what your students learn and the effectiveness of your instruction?”
• Developed as a result of nearly a decade of work on QUASAR at the Learning Research and Development Center at the University of Pittsburgh
• “The effectiveness of a lesson depends significantly on the care with which the lesson plan is prepared.”- Brahier, 2000
So What’s The Point?
The purpose of the Thinking Through a Lesson Protocol is to prompt teachers in thinking deeply about a specific lesson that they will be teaching. The goal is to move beyond the structural components associated with lesson planning to a deeper consideration of how to advance students’ mathematical understanding during the lesson. This is not to say that structural components of a lesson are not important, but rather that a focus on structural components alone is not sufficient to ensure that students learn mathematics.
Based on work by Dr. Margaret S. Smith, University of Pittsburgh
Teacher reflection: “I may not have it sitting on my desk, going
point to point with it, but I think: What are the misconceptions? How am I going to organize work? What are my questions? Those are the three big things I think about when planning a lesson.”
Smith, Bill, Hughes- (MTMS, October 2008, p. 137)
Picking a topic
Use the SAS portal including the PA standards, core standards, and curriculum framework sections to determine a topic for focused lesson planning
The Tool
1. Selecting and Setting up a Math Task
ESTABLISHING mathematical goals for the lesson (what you want students to know and understand about mathematics as a result of the lesson)DETERMINING prior knowledge and experiences which relate to the mathematical goalsSELECTING a high-level math task to engage all students in meaningful learning of the mathematical goalsANTICIPATING solutions, misconceptions, and errors that students might develop as they struggle with the task
Based on work by Dr. Margaret S. Smith, University of Pittsburgh
Curriculum Topic Study
How would Curriculum Topic Study help in the development of part 1 of the TTLP?
Engagement in CTS
Find the guide in CTS that best links to your topicExamine the resources from section III of the study guide to better define your learning goalsDetermine the prior knowledge related to these goals by reviewing the appropriate pages from the Atlas (section V)
Engagement in CTS
Complete the left side of the organizer regarding your current knowledge of appropriate teaching strategies and student misconceptions regarding your topic
Engagement in CTS
Read the appropriate pages from the resources in sections II and IV to access the research regarding instructional implications and student learningComplete the right side of the organizer while reading the research
Selecting a task
Based on the your research, choose a task that will support students’ learning of the mathematical goals
SAS portalMaterials and resources
High level tasks on wikispacewww.teachingmathforlearning.wikispaces.com
Thinking Through a Lesson Protocol
Based on your research, begin work on developing part 1 of the TTLPHave all members of your group record answers to all questions in Part 1 of the TTLP or record all answers on Google Docs
Based on work by Dr. Margaret S. Smith, University of Pittsburgh