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  • Session12 Combined 0313 C2

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    Facilitating Professional Development for teachers of mathematics is a learning process. Analyzing AND WORKING WITH STUDENT THINKING Summarize the different ways the students worked on the task. Identifying and interpreting student responses will help prepare you for examining and interpreting students' responses.

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    Facilitating Professional Development for teachers of mathematics is a learning process. Analyzing AND WORKING WITH STUDENT THINKING Summarize the different ways the students worked on the task. Identifying and interpreting student responses will help prepare you for examining and interpreting students' responses.

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    6 views4 pages

    Session12 Combined 0313 C2

    Uploaded by

    lmgeldys
    Facilitating Professional Development for teachers of mathematics is a learning process. Analyzing AND WORKING WITH STUDENT THINKING Summarize the different ways the students worked on the task. Identifying and interpreting student responses will help prepare you for examining and interpreting students' responses.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 4

    Overview of Session 12

    • Welcome
    Designing Professional • Plan for facilitation
    Development in Mathematics • Facilitation and debriefing round 3
    • Step back and reflect as learners
    • Reflection on our thinking
    Michigan Mathematics and Science
    Teacher Leadership Collaborative • Wrap-up

    Organizing for Facilitation Reflection

    • 3rd round • Why these tasks


    • Paul’s Dog
    A
    A’’ • Paper Towel
    B’ C • Racing Track
    B’’ C’’ • Why practice facilitation

    C’ A’

    1
    Assignment

    • Respond to the questions on Moodle:


    • What about the ways the session was facilitated
    worked particularly well for you as a learner?
    • What questions or concerns would you like to discuss?

    • Review Chapter 4 from Peg Smith’s book,


    “Practiced-Based Professional
    Development for Teachers of Mathematics”

    2
    ANALYZING THE TASK:
    FOCUSING ON THE MATHEMATICS

    Before you examine student work on the Task, you are to solve the problem for yourself
    and then respond to the two items below. Working on the task for yourself and thinking
    about the range of ways the problem can be solved will help prepare you for examining and
    interpreting students’ responses.

    What is the mathematics in the task? How is the mathematics in this task connected to the
    GLCEs?

    Identify several possible ways the task can be solved.

    © 2008, University of Michigan


    ANALYZING AND WORKING WITH
    STUDENT THINKING

    Summarize the different ways in which the students worked on the task.

    What do the students seem to understand or know? What is the evidence?

    Are there any misconceptions?

    Which solutions would you have a conversation about and why, with your class?

    How might you use student strategies to frame your next instructional steps? Why?

    © 2008, University of Michigan

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