| Description |
xxix, 194 pages : illustrations ; 26 cm. |
| Series |
Corwin mathematics series
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Corwin mathematics series.
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| Contents |
1. Introduction -- The five practices in practice: an overview -- Purpose and content -- Classroom video context -- Meet the teachers -- Using this book -- Norms for video viewing -- getting started! -- 2. Setting goals and selecting task -- Part one: unpacking the practice: setting goals and selecting tasks -- Specifying the learning goal -- Identifying a high-level task that aligns with the goal -- Jennifer Mossotti's attention to key questions: setting goals and selecting tasks -- Part two: challenges teachers face: setting goals and selecting tasks -- identifying learning goals -- Identifying a doing-mathematics task -- Adapting an existing task -- Finding a task in another resource -- Creating a task -- Ensuring alignment between task and goals -- Launching a task to ensure student access -- Launching a task-analysis -- 3. Anticipating student responses -- Part one: unpacking the practice: anticipating student responses -- Getting inside the problem -- Getting inside a problem-analysis -- Planning to respond to student thinking-- Planning to notice student thinking -- Jennifer Mossotti's attention to key questions: anticipating -- Part two: challenges teachers face: anticipating student responses -- Moving beyond the way YOU solved the problem -- Being prepared to help students who cannot get started -- Creating questions that move students toward the mathematical goal -- Conclusion -- 4. Monitoring student work -- Part one: unpacking the practice: monitoring student work -- Tracking student thinking -- Assessing student thinking -- Exploring student problem-solving approaches-analysis -- Assessing student thinking-analysis -- Advancing student thinking -- Advancing student thinking-analysis -- Jennifer Mossotti's attention to key questions: monitoring -- Part two: challenges teachers face: monitoring student work -- Trying to understand what students are thinking -- Determining what students are thinking, part one-analysis -- Determining what students are thinking, part two-analysis -- keeping track of group progress -- Following up with students, part one-analysis -- Following up with students, part two-analysis -- Involving all members of a group -- Holding all students accountable-analysis -- Conclusion -- 5. Selecting and sequencing student solutions -- Part one: unpacking the practice: selecting and sequencing student solutions -- Identifying student work to highlight -- Selecting student solutions-analysis -- Purposefully selecting individual presenters -- Establishing a coherent story line -- Jennifer Mossotti's attention to key questions: selecting and sequencing -- Part two: challenges teacher face: selecting and sequencing student solutions -- Selecting only solutions relevant to learning goals -- Selecting solutions that highlight key ideas-analysis -- Expanding beyond the usual presenters -- Deciding what work to share when the majority of students were not able to solve the task and your initial goal no longer seems obtainable -- Selecting and sequencing solutions to meet a revised goal-analysis -- Moving forward when a key strategy is not produced by students -- Determining how to sequence errors, misconceptions, and/or incomplete solutions -- Conclusion -- 6. Connecting student solutions -- Part one: unpacking the practice; connecting student solutions -- Connecting student work to the goals of the lesson -- Connecting student work to the goals of the lesson part one-analysis -- Connecting student work to the goals of the lesson part two-analysis -- Connecting different solutions to each other -- Connecting different solutions to each other-analysis -- Jennifer Mossotti's attention to key questions: connecting -- Part two: challenges teachers face: connecting student responses -- Keeping the entire class engaged and accountable during individual presentations -- Holding students accountable-analysis -- Ensuring that key mathematical ideas are made public and remain the focus -- Making sure that you do not take over the discussion and do the explaining -- Running out of time -- Running out of time-analysis -- Conclusion -- 7. Looking back and looking ahead -- Why use the five practices model -- Getting started with the five practices -- Plan lessons collaboratively -- Observe and debrief lessons -- Reflect on your lesson -- Video clubs -- Organize a book study -- Explore additional resources -- Frequency and timing of use of the five practices model -- Conclusion -- Resources -- Appendix A-web-based resources for tasks and lesson plans -- Appendix B-monitoring chart -- Appendix C-Mrs. Mossotti's monitoring chart -- Appendix D-resources for holding students accountable -- Appendix E-lesson-planning template. |
| Summary |
"Helping other people understand and love the math you understood and loved - perhaps that sounded like a good way to spend a few decades. Or perhaps you loved kids. Perhaps even at a young age you were an effective caregiver, but you knew how to care for more than just another person's tangible needs. You listened, and you made people feel listened to. You had an eye for a person's value and power, especially people who felt like they were powerless and had very little value to offer anybody else. You understood where people were in their lives and you understood how the right kind of question or observation could propel them to where they were going to be. Spending a few decades helping people feel heard, helping them unbury and use their tremendous capacity - perhaps you thought there were worse ways to spend what you thought would only be the hours between 7AM and 4PM every day"-- Provided by publisher. |
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"Take a deeper dive into understanding the five practices--anticipating, monitoring, selecting, sequencing, and connecting--for facilitating productive mathematical conversations in your middle school classrooms and learn to apply them with confidence. This follow-up to the modern classic, 'Five Practices for Orchestrating Productive Mathematics Discussions', shows the five practices in action in middle school classrooms and empowers teachers to be prepared for and overcome the challenges common to orchestrating math discussions. The chapters unpack the five practices and guide teachers to a deeper understanding of how to use each practice effectively in an inquiry-oriented classroom."--Page 4 of cover. |
| Bibliography |
Includes bibliographical references and index. |
| Contents |
Introduction -- Setting goals and selecting tasks -- Anticipating student responses -- Monitoring student work -- Selecting and sequencing student solutions -- Connecting student solutions -- Looking back and looking ahead. |
| Subject |
Mathematics -- Study and teaching (Middle school)
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Mathematics -- Study and teaching (Primary)
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Middle school education.
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Middle school teaching.
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Middle school teaching |
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Mathematics -- Study and teaching (Middle school) |
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Mathematics -- Study and teaching (Primary) |
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Middle school education |
| Added Author |
Sherin, Miriam Gamoran, author.
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Meyer, Dan (Mathematics teacher), author of foreword.
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| Added Title |
Five practices in practice |
| ISBN |
9781544321189 paperback alkaline paper |
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154432118X paperback alkaline paper |
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