Encouraging Collaborative Behaviors in a Thinking Classroom

in a Thinking Classroom

Encouraging Collaborative Behaviors

Tyler Petrouskie K-12 Math Professional Learning Coach

Cassie Barr2-3 Instructional Coach

Jillian FletcherHS Math Instructional Coach

Meet your Presenters

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

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

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

Encouraging Collaborative Behaviors in a Thinking Classroom

Session Goals

MPS in Action (Videos)

MPS Grade Level Emphasis (PDE SAS)

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.

Model with mathematics.(Create Models)

Attend to precision.(Be Specific)

MP1

MP2

MP3

MP4

MP5

MP6

MP7

MP8

Goal: MP3 - Justify & Critique

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

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

Sure, Pecky! What did Farmer Brown say?

Task

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

Goal: MP3 - Justify & Critique

14 chickens 11 cows

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.

Assessment

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

-Peter Liljedahl, pg 77

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

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

I'm not good at this

Where are you going next?

Where are you starting from?

Self-Assessment & Reflection

+ 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?

Let it disappear and come back renewed

Adaptable; Consider co-creation

"where-ing" vs "who-ing"

InspirationChapter 8:Student Competencies

Age-appropriate

Simple and clear language

A rubric, but better!

Reflection in the Thinking Classroom

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

Jillian FletcherCassie BarrTyler Petrouskie

Thank You!

02:00

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

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

Math Practice Standard: 3

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: 6

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: 2

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: 1

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

MP1

Understand and Persevere

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.

Strategically use Tools

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

MP5

Use Correct Tools

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

MP7

Connect to What I Know

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

Utilize Structure

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

MP6

Attend to Precision

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

Be Specific

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

• 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

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

Math Practice Standard: 4

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

MP8

Find and Use Patterns

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

Utilize Patterns

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

Model with Mathematics

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

MP4

Create Models

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

Math Practice Standard: 8

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: 5

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

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

• 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

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

Explain Why and Why Not

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

MP3

Justify and Critique

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

MP2

Logic and Reasoning

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

Use Logic

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

Math Practice Standard: 7

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.