5 Practices Book Study 2014

The purpose of this blog is to discuss the book 5 Practices for Orchestrating Productive Mathematics Discussions, by Peg Smith and Mary Kay Stein.  Participants are encouraged to respond to questions posed by the moderators and also to pose their own questions and thoughts.  ATOMIM members must be registered and logged in to read, comment, and add posts.

For a general schedule check out our book group flyer.

This book study has ended.
  
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  • 01 Apr 2014 7:25 PM | Anonymous member (Administrator)

    Week Twelve:  Working in school environments to improve classroom discussions


    As a lead in, to our dine and discuss for leaders on April 3...


    Read pp 87-94


    To what extent is your principal/administrator/coach looking for practices compatible with the five practices when he or she observes your class?  If your principal is focusing on a different set of practices, what are your options?   What supports do you find from teammates?




  • 25 Mar 2014 2:37 PM | Anonymous member (Administrator)

    Week Eleven:  Chapter 7  Putting the 5 practices in a broader context of lesson planning


    Read pp 75-85

    Then respond to either Option A or Option B


    Option A.  

    Use the TTLP to plan a lesson.  Record key aspects of your planning using the Lesson Plan Template.  Teach the lesson.


    Reflect on the impact of the TTLP and the related Lesson Plan Template on your ability to enact the lesson.


    Option B.

    Under what circumstances can you imagine engaging in the level of planning suggested?  What advantages can you see in doing so for a subset of lessons that might be particularly pivotal in learning specific concepts.
  • 18 Mar 2014 6:00 AM | Anonymous member (Administrator)

    Week Ten:  Chapter 6B  Ensuring Active Thinking and Participation:  Asking good questions and holding students accountable


    To what extend do you currently use the five talk moves in your instruction?  


    What benefits do you see in incorporating some or all of these moves into your practice?


  • 11 Mar 2014 5:37 PM | Anonymous member (Administrator)

    Week Nine:  Chapter 6A  Ensuring Active Thinking and Participation:  Asking good questions and holding students accountable


    Read pp 61-74


    What are your favorite questions to ask to ensure active thinking and participation?  Why?


    AND/OR

    Do the try this. If you made an audio or video recording as suggested in the “Try This!” at the end of chapter 5, transcribe 10 minutes of the discussion you recorded.  See if you can identify any of the question types in the first half of chapter 6 or any of the five talk “moves” discussed in the second half of the chapter.  For each question or move identified, consider what impact the question or move had on the subsequent discussion.  (You might also want to consider where use of one of the question types or one of the moves may have led to a more productive outcome.)
  • 04 Mar 2014 7:10 AM | Anonymous member (Administrator)

    Write a brief reflection about your learning from the discussion you held to show connections among different solutions and mathematical ideas.


    OR


    Have you ever asked students in your classes to volunteer solutions to the task that they were assigned?  What are the best and worst experiences you have had when you have used this strategy for sharing?  How do you see “selecting” as leading to a more consistent outcome?


  • 26 Feb 2014 1:09 PM | Anonymous member (Administrator)

    Read pp 43-59


    Teach the lesson that you planned at the conclusion of chapter 4.  Collect data by using the monitoring sheet you created and then indicate which solutions you will select and the order in which you will sequence the presentation.


    You might want to make an audio or video recording of the discussion so that you can reflect on the extent to which you were able to make connections among different solutions and with the mathematical ideas that were central to the lesson.


  • 19 Feb 2014 5:44 AM | Anonymous member (Administrator)
    We are going to try a shared google folder for uploading.  You will be sent an invitation to your book study email address.  If you have another gmail account that you would like it shared with, just send the "request to share folder" and I'll add you.  Book group members will have editing privileges for the folder, so that we have a place to upload artifacts we create.

    Thank you Amy Hediger and Suzanne Carboneau for your great idea!

    This link will allow anyone to view the folder as a non-editor:  

    You will need to be logged in to edit/add to the folder.
  • 12 Feb 2014 4:48 AM | Anonymous member (Administrator)

    Week Six:  Chapter 4B  Getting Started:  Anticipating Students’ Responses and Monitoring their work

    No new reading assignment this week.  


    Please continue to share your tasks, anticipated solutions and monitoring sheets in the Week Five discussion. 


    The week after vacation, we can teach the lesson we have planned at the end of chapter 4 and use our monitoring sheet during the lesson as we move on to think about how we can select, sequence and connect student responses to our selected task.


    This week, please give each other feedback on our draft ideas.  Perhaps you see another potential solution?  Perhaps you have a suggestion of another correct or incorrect approach a student might take with the problem?  Perhaps you can add another “look for” for our book group colleagues to think about?

           

    (the next prompt will be posted on Feb 25 after Winter Break)


    A side conversation can take place here in week 6:


    Why might you want to consider both correct and incorrect approaches to a task?


  • 06 Feb 2014 4:28 AM | Anonymous member (Administrator)

    Week Five:  Chapter 4A  Getting Started:  Anticipating Students’ Responses and Monitoring their work


    Read pp 31-42


    Do the “try this” on page 42 and share your guide

    Select a high-level task that has the potential to help students achieve a learning goal you have identified.  


    Individually, or in collaboration with one or more colleagues, do the following:

           

    Anticipate all the ways in which students are likely to solve the task and the errors they might make.

           

    Consider questions that you could ask about these approaches that could help students in making progress on the task.

           

    Create a monitoring sheet you can use to record data during the lesson.


    Share this by next week

    You can ask for feedback.


  • 28 Jan 2014 7:05 AM | Anonymous member (Administrator)

    Week Four: Chapter 3:  Investigating the 5 practices in Action


    Read pp 21-30


    What, if anything, would you like to see Darcy Dunn do differently?  

    How do you think the changes that you propose would have affected student learning?


    Have you used a problem like this?  

    What did you learn about effective questioning?


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