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@jwilson828 @jgough

Easing the Hurry Syndrome Experiments in Learning by Doing

**Mathematics Teaching Practices
**

Establish Mathematical Goals to Focus Learning

Elicit and Use Evidence of Student Thinking

Norms: Hopes & Dream of how we will be

Principles To Actions

Embolden

Mathematics YourPractices

Teaching Inner Mathematician

**Establish Mathematics Goals to Focus Learning.
**

Effective teaching of mathematics establishes clear goals

for the mathematics that students are learning, situates

goals with learning progressions, and uses the goals to

guide instructional decisions.

Principles to Actions: Ensuring Mathematical Success for All

Leinwand, Steven. Principles to Actions: Ensuring Mathematical Success for All. Reston: National Council of Teachers of Mathematics,

2014. Print.

Establish Mathematics Goals to Focus on Learning

**Principles to Actions: Ensuring Mathematical Success for All. NCTM, National Council of Teachers of Mathematics, 2014.
**

Teacher Clarity

Visible Learning for Mathematics

**Teacher clarity involves the instructional
**

moves a teacher makes that begin with

carefully planning a lesson and making the

learning intentions for that lesson or unit

clear to herself and her students.

EFFECT SIZE FOR

TEACHER CLARITY = 0.75

Hattie, John A. (Allan); Fisher, Douglas B.; Frey, Nancy; Gojak, Linda M.; Moore, Sara Delano; Mellman, William L.. Visible Learning for

Mathematics, Grades K-12: What Works Best to Optimize Student Learning (Corwin Mathematics Series) (p. 38). SAGE Publications.

Kindle Edition.

Teacher Clarity

Visible Learning for Mathematics

**It extends to consistently evaluating
**

where students are in the learning

process and describing the success criteria

on which students can assess their own

progress and on which the teacher bases

her evaluation of a student’s progress

with a mathematical idea or concept.

Hattie, John A. (Allan); Fisher, Douglas B.; Frey, Nancy; Gojak, Linda M.; Moore, Sara Delano; Mellman, William L.. Visible Learning for

Mathematics, Grades K-12: What Works Best to Optimize Student Learning (Corwin Mathematics Series) (p. 38). SAGE Publications.

Kindle Edition.

Student Expectations

Visible Learning for Mathematics

**One caution here is to be sure that “I can”
**

statements are specific and tied to the

learning intention. General “I can”

statements, while well intentioned, are not

very helpful to the students or the teacher.

EFFECT SIZE FOR

SELF-REPORTED/STUDENT

EXPECTATIONS =1.44

Hattie, John A. (Allan); Fisher, Douglas B.; Frey, Nancy; Gojak, Linda M.; Moore, Sara Delano; Mellman, William L.. Visible Learning for

Mathematics, Grades K-12: What Works Best to Optimize Student Learning (Corwin Mathematics Series) (p. 59). SAGE Publications.

Kindle Edition.

Norm: Make sense and persevere

**Gough, Jill, and Jennifer Wilson. "#LL2LU Learning Progressions: SMP." Experiments in Learning by Doing or Easing
**

the Hurry Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017. Used with written permission.

Illustrative Mathematics Fruit Salad Task

Fruit Salad Task

**A fruit salad consists of blueberries,
**

raspberries, grapes, and cherries. The fruit

salad has a total of 280 pieces of fruit. There

are twice as many raspberries as blueberries,

three times as many grapes as cherries, and

four times as many cherries as raspberries.

How many cherries are there in the fruit salad?

**https://www.illustrativemathematics.org/content-standards/tasks/1032
**

Illustrative Mathematics

Fruit Salad Task

@jgough

**https://www.illustrativemathematics.org/content-standards/tasks/1032
**

Establish Mathematics Goals

To Focus Learning

Principles to Actions

Wilson, Jennifer, and Jill Gough. “I Can Establish Mathematics Goals to Focus Learning.” Easing the Hurry Syndrome, 27

Mar. 2018, easingthehurrysyndrome.wordpress.com/2018/03/27/i-can-establish-mathematics-goals-to-focus-learning/.

Establish Mathematics Goals

To Focus Learning

Principles to Actions

Gough, Jill, and Jennifer Wilson. “I Can Establish Mathematics Goals to Focus Learning #NCTMP2A #LL2LU.” Experiments in

Learning by Doing, 27 Mar. 2018, jplgough.blog/2018/03/27/i-can-establish-mathematics-goals-to-focus-learning-nctmp2a-ll2lu/.

Principles To Actions

Mathematics Teaching Practices

**Elicit and use evidence of student thinking.
**

Effective teaching of mathematics uses evidence of

student thinking to assess progress toward mathematical

understanding and to adjust instruction continually

in ways that support and extend learning.

Principles to Actions: Ensuring Mathematical Success for All

Leinwand, Steven. Principles to Actions: Ensuring Mathematical Success for All. Reston: National Council of Teachers of Mathematics,

2014. Print.

Norm: Demonstrate flexibility

**Gough, Jill. "#LL2LU Learning Progressions: SMP." Experiments in Learning by Doing. WordPress,
**

04 Aug. 2014. Web. 11 Mar. 2017. Used with written permission.

Saha, Prashant, and Robert Kaplinsky. “Biggest Product.” Open Middle, www.openmiddle.com/biggest-product/.

Biggest Product

Open Middle

Saha, Prashant, and Robert Kaplinsky. “Biggest Product.” Open Middle, www.openmiddle.com/biggest-product/.

evidence of student thinking

Principles to Actions

Elicit and use

Wilson, Jennifer and Jill Gough. “I Can Elicit and Use Evidence of Student Thinking #NCTMP2A #LL2LU.” Easing the Hurry Syndrome,

29 Mar. 2018, easingthehurrysyndrome.wordpress.com/2018/03/29/i-can-elicit-and-use-evidence-of-student-thinking/.

evidence of student thinking

Principles to Actions

Elicit and use

Gough, Jill, and Jennifer Wilson. “I Can Elicit and Use Evidence of Student Thinking #NCTMP2A #LL2LU.” Experiments in Learning by

Doing, 29 Mar. 2018, jplgough.blog/2018/03/29/i-can-elicit-and-use-evidence-of-student-thinking-nctmp2a-ll2lu/.

Talking Points

Elizabeth Statmore (@cheesemonkeysf)

**Exploratory talk is the greatest single predictor of whether
**

group work is effective or not, yet most symmetrical

classroom talk (peer talk) is either cumulative (positive but

uncritical) or disputational (merely trading uncritical

disagreements back and forth).

**Cheesemonkeysf. "Cheesemonkey Wonders." #TMC14 GWWG: Talking Points Activity – Cultivating Exploratory Talk through a
**

Growth Mindset Activity. N.p., 01 Jan. 1970. Web. 09 June 2017.

Talking Points

Talking Points

Elizabeth Statmore (@cheesemonkeysf)

**● to support exploratory talk skills by pushing beyond
**

cumulative and disputational modes and into a more

exploratory talk mode .

(i.e., speaking, listening, justifying with no comment.)

● to reveal student thinking about speaking, listening,

justifying and about having a growth mindset.

● to cultivate a growth mindset community.

**Cheesemonkeysf. "Cheesemonkey Wonders." #TMC14 GWWG: Talking Points Activity – Cultivating Exploratory Talk through a
**

Growth Mindset Activity. N.p., 01 Jan. 1970. Web. 09 June 2017.

Talking Points

Talking Points

Elizabeth Statmore (@cheesemonkeysf)

**● Groups of three or four.
**

● Exactly ten minutes to do as

many rounds as possible.

● One person reads the first

statement aloud with no

comments, just three rounds of

speaking and listening.

**Cheesemonkeysf. "Cheesemonkey Wonders." #TMC14 GWWG: Talking Points Activity – Cultivating Exploratory Talk through a
**

Growth Mindset Activity. N.p., 01 Jan. 1970. Web. 09 June 2017.

Ambitious Teaching

**In ambitious teaching, the teacher engages students in
**

challenging tasks and collaborative inquiry, and then observes

and listens as students work so that she or he can provide an

appropriate level of support to diverse learners. The goal is to

ensure that each and every student succeeds in doing

meaningful, high-quality work, not simply executing

procedures with speed and accuracy. (Smith, 4 pag.)

Humphreys, Cathy; Parker, Ruth. Making Number Talks Matter (Kindle Locations 339-340). Stenhouse Publishers. Kindle Edition.

Quick Reflection

I learned to pay attention to…

I learned to ask myself…

**A new mathematical connection is...
**

Implement tasks that promote reasoning and problem solving.

Use and connect mathematical representations.

**Effective teaching of mathematics facilitates discourse
**

M ay

2

among learners to build shared understanding of

mathematical ideas by analyzing and comparing approaches

and arguments. How might we implement and facilitate

tasks that promote productive discussions to strengthen the

teaching and learning of mathematics in all our teaching

settings - teaching students and teaching teachers? What

types of tasks encourage mathematical flexibility to show

what we know in more than one way?

Jennifer Wilson, Black Mountain, NC Jill Gough, Trinity School, Atlanta, GA

@jwilson828 @jgough

Easing the Hurry Syndrome Experiments in Learning by Doing

**Mathematics Teaching Practices
**

Establish Mathematical Goals to Focus Learning

Elicit and Use Evidence of Student Thinking

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