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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
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