Encouraging Collaborative Behaviors in a Thinking Classroom

Encouraging Collaborative Behaviors

in a Thinking Classroom

Meet your Presenters

Jillian FletcherHS Math Instructional Coach

Cassie Barr2-3 Instructional Coach

Tyler Petrouskie K-12 Math Professional Learning Coach

Know the math practice standards and how they complement content standards.

Experience the value of a task-based lesson coupled with self-reflection.

Leverage the benefits of student self-assessment to enhance collaborative learning.

Session Goals

Encouraging Collaborative Behaviors in a Thinking Classroom

PA Core Standards

• two different types of standards
• Standards for Mathematical Content
• Standards for Mathematical Practice
• Mathematics Content Standards define what learners should understand and be able to do.
• Mathematical Practice Standards describe the habits of mind required to reach a level of mathematical proficiency.

MPS Grade Level Emphasis (PDE SAS)

MPS in Action (Videos)

MP1

MP2

Attend to precision.(Be Specific)

MP3

MP4

MP5

MP6

MP7

Model with mathematics.(Create Models)

MP8

Hey Clucky, I overheard Farmer Brown talking about how many chickens and cows he has. Can you help me figure it out?

Task

He only said the number of eyes is 50 and the number of legs is 72.

Sure, Pecky! What did Farmer Brown say?

Hmm, that's interesting. Let's think about it.

Goal: MP3 - Justify & Critique

Farmer Brown has healthy and whole chickens and cows. The number of eyes on the farm is 50 and the number of legs is 72. Your job is to figure out how many chickens and cows he has.

Goal: MP3 - Justify & Critique

14 chickens 11 cows

Assessment

"Evaluation is a double-edged sword. What we choose to evaluate tells [students] what we value."

-Peter Liljedahl, pg 77

If we value the Math Practices Standards, then we need to find a way to assess them!

Self-Assessment & Reflection

BTC Growth Mindset:"who-ing" < "where-ing"

Where are you starting from?

I'm not good at this

Where are you going next?

+ Try it

Turn & Talk

• How did it feel to reflect on your behaviors while working through the task?
• How do you see these being utilized in classrooms in your school?
• How might you further customize the self-reflection rubric to work for your school?

Reflection in the Thinking Classroom

A rubric, but better!

Simple and clear language

InspirationChapter 8:Student Competencies

Age-appropriate

"where-ing" vs "who-ing"

Adaptable; Consider co-creation

Let it disappear and come back renewed

Thank You!

Jillian FletcherCassie BarrTyler Petrouskie

jfletcher@ccaeducate.mecbarr@ccaeducate.metpetrouskie@ccaeducate.me

• Closed to others' ideas
• Disrespectful of others
• Gave up
• Hogged the marker
• Disengaged from discussion

• Open to others' ideas
• Respectful of others
• Didn't give up
• Shared the marker
• Active during discussion

02:00

Scenario: While working in small groups, learners discuss different ideas about how to approach a problem and explain why each strategy works.

Math Practice Standard: 3

Scenario: Rosie and Cali are working together to determine what fraction represents an image. Rosie says, "the top number is three." Cali corrects her to say, "the numerator is three."

Math Practice Standard: 6

Scenario: Isabelle completes a problem and finds a solution of negative 3 hours. She asks herself if having negative hours makes sense.

Math Practice Standard: 2

Scenario: Johnny is working on a math problem and realizes his answer is wrong, so he tries a different method.

Math Practice Standard: 1

I can make sense of problems and not give up when trying to solve them.

Try and Try Again

I can make sense of problems and not give up when trying to solve them.

Understand and Persevere

MP1

I can select and use the appropriate tools to help me solve problems.

Use Correct Tools

I can select and use the appropriate tools to help me solve problems.

Strategically use Tools

MP5

I can use known facts and prior knowledge to help me learn new strategies or solve a problem.

Connect to What I Know

I can use the structure of a problem to help me find the answer.

Utilize Structure

MP7

I can regularly use precise math vocabulary and label my answers.

Be Specific

I can review my calculations and strategies to see if they are correct.

Attend to Precision

MP6

• Closed to others' ideas
• Disrespectful of others
• Actively excluding
• Hogging the marker
• Discouraging

• Open to others' ideas
• Respectful of others
• Actively inclusive
• Sharing the marker
• Encouraging

• Closed to other's ideas
• Disrespectful of others
• Actively excluding
• Hogging the marker
• Discouraging

• Open to others' ideas
• Respectful of others
• Actively inclusive
• Sharing the marker
• Encouraging

Scenario: Oliver annotates a drawing on the teacher's whiteboard to show his thinking.

Math Practice Standard: 4

I can find and use mathematical patterns to help me solve a problem.

Find and Use Patterns

I can find and use mathematical patterns to help me solve a problem.

Utilize Patterns

MP8

I can clearly show my work using diagrams, words, symbols, and pictures.

Create Models

I can clearly show my work using diagrams, words, symbols, and pictures.

Model with Mathematics

MP4

Scenario: Wes is practicing adding ten more when counting. He starts at 18 and says, "28, 38, 48..." and then realizes only the digit in the tens place is changing.

Math Practice Standard: 8

Scenario: Samantha reviews her problem and decides she needs to use a graphing calculator instead of a regular calculator.

Math Practice Standard: 5

• Closed to other's ideas
• Disrespectful of others
• Actively excluding
• Hogging the marker
• Discouraging

• Open to others' ideas
• Respectful of others
• Actively inclusive
• Sharing the marker
• Encouraging

• Closed to other's ideas
• Disrespectful of others
• Actively excluding
• Hogging the marker
• Discouraging

• Open to others' ideas
• Respectful of others
• Actively inclusive
• Sharing the marker
• Encouraging

I can explain strategies used to solve problems and why they do or do not work.

Explain Why and Why Not

I can justify my strategies and evaluate if the ideas of others make sense.

Justify and Critique

MP3

I can ask the question, "Does that make sense?" to help find my mistakes.

Use Logic

I can use words, numbers, logic, and reasoning skills to help me solve problems.

Logic and Reasoning

MP2

Scenario: Owen is working to multiply 127 by 5. He realizes he can multiply 100 by 5, then 20 by 5, then 7 by 5 to find partial products first before solving for a final answer.

Math Practice Standard: 7