TEACHING FOR THE APPLICATION OF CONCEPTS AND THINKING SKILLS (CHAPTER 2 SUCCESS CRITERIA: (1) Lean describe what teaching for the (3) [can compare and contrast different application of concepts and thinking skills approaches to teaching for application. in the mathematics classroom looke like. (4) [can give examples of how to (2) | can apply the Teaching for Clarity cifferentiate the complexity and difficulty Planning Guide-to Teaching for of mathematics tasks designed for Application application.TEACHING MATHEMATICS IN THE VISIBLE LEARNING CLASSROOM, HIGH SCHOOL Assorsment-capable visible learners in the mathematics classsoom use mathematics in situations that cequire the application of mathemat. fcs concepts and thinking skills, How efficiently and effectively this occurs depends on. the learners’ coaceptual understanding and proce. dural knowledge. When planning for clarity (see Figure 14), we begin with the end i mind: What do Twant my students to learn? In this chapter, we take the same approach. For Ms. Rios, Me. Wittsack, and Ms. Shuzhen, what is the end goal for each of thels learners? All three teachers expect their learners to apply mathematics concepts and think. {ng skills to authentic situations. Thus, our joumey visiting classrooms in which Visibie Learning is occurring begins with sharing hovr these thee teachers, by design, teach for this purpose. The QR codes in the margin provide video examples of application in action from other mathematics classtaoms. In Chapter 3 and Chapter 4, we will go tack in me and look at how these classrooms got here. “The nuaare of the application of concepts and thinking skils differs across the three classcoms and witiin the three elasseosms. Haw each teacher approaches these purposes depends on the learning needs of the stugents {in hisor her classecom, Therefore, you will see that Ms. Rios, Me. Wittrock, and Ms, shuzhen adjust the rigor—or compiexky and difficulty—of the application task depending on whore their learners currently are in the learning proces (eg, surface, deep, and transfer), ror example, 2M. Rios adjusts the rigor of her application task for leamers who need additional surface learning-around the specie application task. Likewise, ‘Mr. Wittsack and Ms. Shuzhen adjust the rigor of their application task to suppose learners who have gaps in thelr conceptual understanding. In all thes classtooms, learners apply concepts and thinking skills to authentic sconatios. As we journey through those thie classrooms, pay special attention to how each teacher differentiates the complexity and difficulty of the mathematics tasks so that all learners have access and the opportunity to apply concepts and thinking skills. Ms. Rios and Systems of Linear Equations ‘Ms, Rios Is excited_ther algebra students have a conceptual understand ing and procaducal knowledge of systems of Kneat equations aad are ready to transi thelr learning to new and novel skuations. Over theCHAPTER 2. TEACHING FOR THE APPLICATION OF CONCERTS AND THINKING ra ppast few weeks, her students have been solviag systems of linear equa tioms algebraically, graphing systems of equations, and using linear functions to model authentic situations, she has designed an applica tion task that she hhopes will resonate with her students as a selevant and authentic coalescing of those concepts and procedures. Today, her students ate going car shopping. APPLICATION TASK: ARE HYBRID ‘CARS REALLY WORTH THE PRICE? ‘Many car models are sing offered in hybrid and nor-hybsid varicties theze day In mast eazes, the hybnd version iz more expersive to buy. However, hybrids typically use less gasoline than norehybrids because thei engines can also run on ebectrcity In this tack, youwill be advising car shoppers and helping them decide whether to buy 2 hybrid or non-hybrid vehicle. Your graup wil be assigned onecar make and mode! from the following table. fesume the average cost of gasoline is projected to be $3.80 per gallon for the foresceable future. Nee ro een ae er! eee soasas sem Leuses | $7200 waopumsex| $5179 m so | ason 2 | 15000 oe ‘You will present your group's work on a eallaborstive postes. The pester must have four sections —one for each of today’s zuceass itera, In each snctin, youll present your work, demonstrating mastery on that | eanstatement. For example, the frst I can statement is this: I can mathematically model s stuation with a _ppster of linear functions. Under that section in your poster, you (Continued)TEACHING MATHEMATICSIN THEWSSLE LEARMING CLASSROOM, HIGH SCHOOL (Contiraed) will need to chow two linear functions—one for the cost of the nor hybrid madel of your assigned car and ane for the coat of the hybrid medal, Each funeticn should be labeled to identity what exch variable represents. The following is a-sample layout of [Your acres Cor TYRE] © teanmcrematealymoci'a [+ lcaveoweasyxen ot iear skustan weve ater a ne -equiclonsusg mypreferes suncuane, mero (agesracaly or Cosotaomhysidmedelovercime | SPE yma (ote algepratcaynere omornyereimacelceereme | on york © leinumeeveenen wemnerusa [+ |conlageny cerrnuna clarabourarea-wotd sruaion | oaemymmthericalewcence ‘uupperts my iam. ‘he couuconts mesyster.ar neat ee eq.seons stove mane. Gacea_| cursiarnissupporecty nour evidenneatove the | Acticraty —_ abeser ae. ‘Ms, Rios believes that all of her learners can engage in the application, of concapts and thinking skill, As a seasoned practitioner of rich and rigorous mathematics tasks, Ms. Rios recognizes that in the absence of access, no rigor exists. For this reason, she has delineated she vasiaus skills required for successful completion by success criteria and designed a series of scaffolds that she can use to support her Ieagners on an “as ‘noeded” basis. Thus, she intends to maximize the rigne for each indi. vidual by differentiating the level of supposts for each of her learners. ‘These supports include, but are not limited to, manipulatives, worked examples, and access to technology. Additionally, she recognizes that mathematically modeling and desing functions from a comtext has proven challenging for er students almost wniversally. This is why she vill bestarting her lesson with a teacher-facilitated clase reading of theCCHAPTER2, TEACHING FORTHE APPLICATION OF CONCEPTS AND THANKING ‘ask, she wants to make sure that every student has the opportunity ta understand the context af the task, the given information, and the goal of the task before releasing them to work collaboratively in groups. ‘Aer all, if teacher clarity is essential for hee students’ leuening, thea her students should have a geaeral sense of what they at lesening, Why ‘hey are dearming i, and what success looks ike For this pariculas task. What Ms. Rios Wants Her Students to Learn (One metaphor used to describe tasks for teanser is the active connecting from one branch of a concept map to anothes, This becomes abundantly clear in applied mathematics where very rarely is singde branch of con ceptual understanding or anindi vidual offshoot of prucedural knowledge useful in isolation. Application of mathematics is where the melding of {eas and skills allows us to make sense ofthe world around us This isevident in the litany of content standands typically addressed when teaching students application of mathematics, as seen in the Foeneing box: MATHEMATICS CONTENT AND PRACTICE STANDARDS ARELA. Solve systems oflinear equations exactly and approximately (e. wth graphs}, Focusing on pas of inear equations in two variables RELI. Explain why the s-coordiater ofthe paints where the graph of the equations y= fe and y= gl] ntersect are the solutions of the equation fy) = av: Fred the solitons approximately (e-g.using tezhnalogy to graph the finetions, make tables of values, erin successive approvimating). FeRA White afuncsion that deserbes a relationship between to quanti. = Determine an explicit expression, meuesve process or stepe for ealeulation fam » context (Continued Application of mathematics is ‘where the melding ‘of ideas and skils allewsus to make world‘Content learning intentions: What isthe math | am supposed to use and learn today? Language learning intentions: Haw ‘should | communicate ‘my mathernstical thinking today? TEACHING WATHEMATCSIN THEVISSLE LEARDING CLASSROOM, MGHSCHOOL (Continues) a for Mathematical Practice: Make sense of problems and persevere in sohing them. Use appropiate tole strategically + Model with natheratics, And while she acknowledges that other standards are absolutely addressed by this tas, these are the ones that Ms. Rios has been expli fly teaching throughout thls unit of study anc ineends to assess and ‘capstone through eaday’s maehomadics task, Learning Intentions and Success Criterla ‘th her focus on the three standards listed, es Rios turns her atten: tion to making the learning visible to her students. To do this, she ovelops the Jeatning ineentions and success criteria far this specific application task. Her approach is to develop lenening intentions for content, language, and soclal intentions, Dividing learning intentions {nto content, language, ard socal varieties can provide teachers anv st nts alike a clearer sense ofthe day's expectations. Content learn. ing intentions answer thoquestion "What isthe math am supposed ko use and fea today?” ‘Language learning intentions give teachers a space to lay out the lan: stage demands of the day: are seudents developing new academic ‘of cantent vocabulary, are they practicing recently daveloped vocab. lary wiehin proper ngulstic secures, or ate they using those structures towad thele actual communicative functions? Language earning intentions answer the question “How should | communi. (te my mathematical thinking today?” This is not limited to vecbal communication and can include weteen af verbal representations of ‘mathematical thinking.CHAPTER 2. TEACHING FORTHE APPLICATION OF CONCEPTS AND THINKING Social learning intentions allow teachers to develop and leverage social and sociomathematical norms within their classroom culture. Social learning intentions answer the question "How should I interact with sy learning community today?" ‘MBs. Rios chooses ta communicate the daily learning she intends for her students through these content, language, and social lenses, as she Finds ft gives her the flexibility to targot different areas of growth for different students. She also suggests that this dyamic approach helps ensure she fs addressing the bigger picture of learning like how we communicate and compaseour thinking towthers so we can grow further. Her learning, intentions for this lesson are as follows: Content Leeming Intention: To use our understanding of ystems: flinear equations to make informed dessions about a real-world problem, Language Leaming Intention: To construct viable financial arguments aed on mathematical reasoning and cammunieate them vetbally and in writing ‘Social Leaming Intention: To wark toward mathematical and logical consenais with our colaborative teams. ‘Ms. Rios always starts her day by reviewing the learning intentions, briefly discussing them, and then referring to them throughout the lesson to keep students progressing. She is careful not to simply use the content standard as her learning intention. instead, she unpactes the standard and presents the learning intention in student-friendly language. ‘MBs. Rios prides learners with success criteria im the Foten of cam state- ‘ments so that they may self-assess their peogress toward today’s learning intentions, Today, she has integrated the success criteria into the struc- ure of the application task itself so that students may monitor both ‘Sorial learning intentions: How should | interact ‘with my learning ‘community today? Teaching Takeaway Although learning intention and success criteria are derived from the content standard, they are not simply copied and pasted. These statements should be unpacked and presented in student-friendly language.Bi Video 4 Leaming Intentions end Sueeast Criteria in an ‘Application Leazon htpaiomourceaconsin com? eateries FA EFFECT SIZE FOR METACOGNITIVE ‘STHATEGIES = 060 mE Video 5 Modeling # Close Road htpavomacurcea corn cm! ethertice PAZ TEACHING MATHEMATICS IN THE VEBLE LEARNING CLASSROOM, HIGH SCHOOL their learning progress and thelr progiess tavrard task completion. The four success criteria of the day are as follows: B_Ican mathematically model a situation with a system of near functions. 1B can solve a system of linear equations using my preferred methed (algebraically or graphically) 1D ean use my math a5 evidence tn collaboratively constuct 8 cairn about 2 real-world situation 1D ean logically communicate how my mathematical evidence suppor my claim to my peers. When applying mathematics concepts and thinking skills, it is impott ant for students tn be mindful af winat mathematical knowledge they are drawing on and why they are using thase.concepes and procedures. This metacngnitive process serves as 2 means of grounding thinking. and pro. vides a lasting sense of disection when solving complex problems. Ms, Rios thinks of this process as a system of checks and balances between the speciiic context and the abstract mathematics. This dic “pack and forth” between the mathematics and the context is apparent in Ms. Ros's criteria for success. ‘The first two criteria call on a cancep. tual understanding of linear fancsions and thaie structure, as well as procedural fluency with their manipulation, The last two criteria, how ever, are clearly asking students to investigate thelr ability to transfer their abstrace skillset to the concrete and communicate how their math. ematical understanding applies tn this situation. By providing seuderes the means to sol-assess against these monsires, Ms. Rios is providing students a scaffold toward metacognition, In acklition, the critesia for success align with the learning intentions to offer learners an oppottu nity t0 engage in content, language, and social learning. Gulding and Scaffolding Student Thinking In this application lesson where students wil be-consolidating previously learned matedial, Ms, Rios intends so jump directy into guided practice with a structured close reading. She begins her day by distributing the38 Cre pb cars realy worth the price?) to each grou paad instsuctiag ‘thom to-*read with a pencil” as they try to answer the question "What is, the big idea of the text?" Her students recognize this seaseomaking pro tocol 2s one of annotating the text in search of the overarching theme, Identifying phases of words they do not yee understand, and locating ‘ey details that might help them in eho work. ‘This seratogy of text dependent questioning is intended to guide students from the broad peripherals of a rox, where a gedoral understanding cas be gained, down so specific sections and key details wheve inferences can be deavra. TEXT.DEPENDENT QUESTIONS D What ithe big idea ofthe tad/text? What are we doing? (What i shy ear? Whats ren-hylril ear? Why i thie clfference important, accoeding ta the tak? 1D What information is pravided in the table? What dacs each column mean? What dass each row mean? (What exactly MPG? Why ithis information impaantto the tack? 12 What ae some intial ideas about how we might use mat 0 ‘approach this task? 1D How might a sysiem of linear equations help wz? Gow can we Use the information in the table te create inser fequtions? How can we determine the average yearly gecoline cost for each model? ‘You will sotice that Ms, los employs both focusing aad fanneling types of textependent questions (Hertel Eisenmann & dreylogle, 2005; Wood, 1998), Hoe goneralstatagy isto seat witht a prompting focus question and then ‘cue hee students with a funneling question if they nel an extra beast oF are not quite getting where she intendls far them ta go. Again, her goa is to maintain the maximum rigor for each student while ensuring access forall nas. Rios reslects, Fa Teaching Takeaway Text-dependent questioning can guide students to identify key details and make inferences in mathematics Focusing questions allow stucents to do tho cognitive work of learning by helping tapush their thinking forward Funneling questions hide students cown the teacher's path ta find the answer.Teaching Takeaway Providing ‘opportunities for learners to take ownership of their learning is essential in building “assessment: capable visible learners in mathematics. EFFECT Size FoR classroom EFFECT SIZE FOR EFFECT SIZE FOR ‘TEACHING MATHEMATICSIN THE SLE LEARNING CLASSROOM, HIGH SCHOOL When Iwasa beginning teacher, | would read these problems, doll ofthe setup for my students, and point aut what the problem was asking of thom so that they cauld just “get to the math." | eventually realized that [was the one doing all the work and all of the thinking! All my students were left with was a procedural exercise, which entirely defested the purpose of thetask ‘Now, she has learned to scaffold—rather than eliminate—the complex. lity oF inferencing mathematics from a situation. As her students finish their close reading and embark-on the sest of the task in their groups, Ms. Rlos circulates through the room, eavesdrop. ping on conversations and listening carefully 20 make sure students are ‘on the right track. Collaborative groups have been constructed so that students early in their English development have been paired with oth. fers who are bilingual in English and thelr frst language (when available) so that all stuslonts may thoroughly discuss the task. ‘Har years of experience have helped her davelop a tolerance for allow ing students to serugele, lagely because she has learned to differentiate between productive and unproctuctive failure and success (see Figure 2.1). She notices ane group trying to make sense of how to generate a slope ‘out of the given miles per gallon, average yearly miles driven, and she average cost af gasoline, Even though she overhears some group mem. bees making inaccurate suggestions, she recognizes that one group mem. ber is tespectfully disagreeing (for the right reasons) and silently nods to him approvingly. Shels confident that thissilent approval will empower ‘the young man to keep advocating for his (accurate) perspective As she listens in on another group, oweves, she notices something cit. ferent. This second group's conversation is notably mum compared to ‘other groups, and they seom to be stalled out. With a quick group iter. ‘view, shediscovers that the oaly suggestion they have for how ta math. ‘ematically made the cast of thelr vehicle over time is to use the average ‘miles per gallon as the slope ofa linear function, The trouble, of course, fs that their vehicte's fuel economy is going ¥a indircetly affecx the cast ‘over time, aot directly. Since this eroup seems to be strugeting mare seri. ‘ausiy with the concept af mathematically mesfeling this situation and‘Gukied prebiem sav, vwernourceccepnial | usingprerincwlecge and ungerseareg ‘aeke pled Por muens ‘Cansolkatan of earing shrmugh sean ungerscring ie | practice purpase or releance Sewrce Fey, My Hat, Fiber, 0.2018). Figure 2-1 (GG) 7 Be i ater donload nrc cnn con/vtharate 3.12 the subsequent procedure that supports it, Ms. Rios decides to: provide them some preprinted scaffolds specific for wis pate of the ask SY Tosching tog, "I notes that you have encounsered a challenge with your coMveE. — Takoaway sions. Haw could you use this information tn get around this appareat impasse?” An effective means tor formatively © these printed scaffokts, the group finds a similar problem that €0M-—yalusting tains a desalted proces for converting miles jer gill, average JERAY —Iearnars is through miles driven, andl average cost of gusatine ger gullon into the average jeutly — Gloeeations ancl _Rtsolie cst, With this helping hand, the graup is now able to SCCESS tHE ant interviews task and bogins mirroring the procedure with their own values, cyTeaching Takeaway Having scaffolds available to learners, when needed, ensures alll learners have access to mathematics concepts and thinking EFFECT eize FOR STRATEGY TO 33 Gallary walks re an efficient ‘way for students 1p review their peers’ work, leave feedback, and gather talking points for whole- class discussions. TEACHING MATHEMATICS IN THE VISGLE LEARNING CLASSROOM, HIGHSCHOOL [Refore she moves on, Ms. Rios overhears the group start 4o make pre- dictions about which car is golng to: be lese expensive ovee time, basad on thelr ia-progeess calculations. She eecognizas theis prediction 2s a resurfacing of their conceptual understanding of the underlying mathe- matics and is canfidert they will continue to. make peogress Without Net ‘Todocument learning, Ms. Rios uses her observation recording toal (see Figure 2.2). This allows her to document progress and track whom she hhas observed during the lesson. Teaching for Clarity at the Close “The class periods at MGs, Rios’s school ate only a shost 48 minutes in duration, Therefore, she is eamfortable scheduling rich application tasks ‘over multiple class periods. This particule task is slat totake two pori- ods, and Day 1 ends right on schedule—students are almost done with thelr posters. Asa quick exit ticket, she asks her learners to summarize the day on an index cand using the following questions: what itis that ‘we are leaening? Flow did today move your learning forwaed? What dit you da, and what did you teaen? ‘Taking note of where her learners are in theie progress toward the learn- {ing Intentions and success criteria, Ms. Rios knows where t0 begin on [Day 2 of this application task. she launches i with a tse set of ques- tons designed to quickly refresh students’ thinking and got them tack up to speed with the context and goal of the task. These questions are similar to yesterday's exit ticket: “With your neighbors, review what i is that we are leamning. How did yesterday move yout learning For- ‘ward? What did you do, and what did you learn? What is your plan for today?" students thon spend about 15 minutes completing their posters and displaying them on the classroom walls. Now they are ready for a gallery walk: Gallery walks are an efficient way for students to review thele poets’ work, leave feedback, and gather talking points for whote-class discus. sions. Students muave in groups from poster to poster, briefly discussing ‘what they see, leaving comments for the authors of sticky notes, ant recording notes of their own.SMALL-GROUP LEARNING: IMPLEMENTATION AND RECORDING TOOL FOR OBSERVATIONS ee SS EEE — Iathematical practicos oF procaszex Student engagement ‘General comment Feedback ta students: Soy emt, Wo 8 Gomer nn amore Gg mg eng Rey roel iets Aaa Laat Sommer rt eacar Sery et eet, (Smell RE Nee aerate ates met Moser (Sok Shacenatnioprses poner Figure 22 “Thin toel ie mvabis fer download t eteures corsn som/vinathematice 9.12. EsSUMMARIZATION 78 EFFECT ‘QUES: ‘TEACHING MATHEMAMCS IN THE VISGLE LEARNING CLASSROOM. WHGH SCHOOL ‘As the students in Ms, Rios’ class go about their tations, she is theilled ‘to hear them making connections between thels own work and the work ‘thelr peers. Groups end their eotations by revisiting thelr evra. post ers and discussing the feedback from other groups, As before, Ms. Rlos eavesdrops on ehese conversations and uses her observation recording tool to-document the evidence, Ms, Rios closes the task and application lesson by lending 2 discussion ‘wien hor whole class, She revisits the learning intentions and success criteria to open the discussion and thea begins asking questions. she stiategically groups her questions and delivers them in a specific order, staring with a series of conelusion—or wins the answer—questions. “Through these, she is able ta foematively assess the overall impact of she task ‘Conchision Questions: + Whar die we discover? Are fiybeld cars really worth the price? + How-does your math justify your calm? She then moves on to process questions that assess students’ ability 40 apply theie mathematics. She wants to know If students are internaliz. ing the *nuts and bolts” of haw they came to thele conclusions. Can hey rojustify thelr claims, if needed? Students! answers to these struc sural questions hold implications for thei ability to transfer this specific application to additional sisuations. Process Questions: + What did we need matiiemurticaly i order to investigate this + Why?how do these equations represent the cost af each vehicle ‘+ What was the point of solving a system of equations? what does the solution represent? ‘+ How did your group decide to solve your system? Why? + Whar other situations might lend themselves to this type of modeling? She concludes with a set of reflection questions designed to- make stu dents extend thelr thinking beyond the rigidity of their calculations,CCHAPTER?. TEACHING FORTHE APPLICATION OF CONCEPTS AND THINKING ‘These questions are intended to help the task make a lasting impression on studonts and “keep them thinking” as they leave class. She is hoping to activate those checks and balances betwaen the concrete context and the abstract mathematics within her students and generate a desize to “tinker” with theie models, as this iterative process of refinement ts uly the tole of applied! aathematicians. Reflection Questions: ‘+ Whitpossibleinaccuaciesexist in qurassumpeions/gencralizations? + Where is our math the weakest? + Could anything change our claims (Le, different yearly miles driven, different cost of gasoline, highway miles driven vx city smiles deiven, etc)? ‘+ Overall, ow confident are we in ous claims? ‘This application task was the-sesui of specific, intentional, and purpose. ful decisions about mathematics instruction critical for student growels and achievement, Although he outcome of these decisions is shared hhere, che process for aeiiving at this point originated from Ms. Rlos's focus dusing the planning peocess. Figure 2.3 shows how Ms. Ris made her planning visible so that she could then peovide an engaging and igorous leaining experlence for her learners Moving from algebra to geometry, fot us Look at a different way of teaching the application of concepts and thinking skills in the Visible Learning classraomn. EVALUATION ANDTEACHING MATHEMATICS I THE VISELE LEARNING CLASSROOM, HIGH SCHOOL, ek ESTABLISHING PURPOSE What are the hey content standards | wil focus onin thi leczon? Content Standerds ARE Scive oysters of wear equstons evasty ard approxmatcly with 3, Focusing an pairs of linear SEolone n lve eae es REM Explan why the xcoordnates of the pointe where the graphs of the equations y - Fle) and y ~ gis) ntersect are the sautars of We emuction Fi) « ff te soars approximately (eq, using technology 40 graph the Functions me bes SE discs i bl odeaesbe opprosanaton’ FBP Write a function that deserbes a relationship between two quantities 4 Determine on explicit expression a recursive process, or steps For edieuiaton from a eartext Standards For Mathematical Practice: + Make sense of problems and persevere in solving them. # Use appropriate tocls strategcaly + Modal with mathematos What re the leaming intentions (the goal and why of leaving eaten stent friendly language) | wil Foca ann thie aceon? Content To use our understanding of systems of inear equations to make informed decisions abeut a rea-word probes Language To comiruct vible Francia arguments based on | reasoring end communeate them verbally ard n writing Social To work toward mathematical and logical consensus with our edlaberative tears.When will intreduce and reinforce the learingintention(e) a0 that students understand it see the relevance. connect to previous learning and can clearly commurierte it themselves? the dey with an overview to set the stage For this closing traneler task: Weve ‘all these tools lets use them fo sclve reakwor'd pr: Jas | introduce the task, Lowi refer to the le intentions and make cornectons to eetivate students’ prot kr (ie, reretrel them avout how they can model sHuations with linear Furetions when arcursrg the content of the tos; remind them how they ean solve 6 OF Inger equohns gebrataly and grophicaly ond how fo interpret a soution guen a context, ete) As students engage in the task, | wil refer 40 the la intention 4o strrulate the use of seademie and vias in their spcoking and writing | wil refer to the socie hte to remind students of cur expectations of colabeoration and balding consensus based on retheratica evidence SUCCESS CRITERIA mat evidence shows that students have mastered the learning ntencon(e)? Wat criteria ult iuce?™ ean statements: «Lean mathematically medel a situation with a system of tear Rerctone " Lean solve a system of linear equations using rm preferred method laigebracaly or graphy)? # | can use my math as evidence to construct a claim aecut a reabworid situation. + | eon lagjedily communicate how my mathematical evidence supports my clam.‘TEACHING MATHEMATICS INTHE VSLE LEARDIG CLASSROOM, HIGH SCHOOL INSTRUCTION How wil check students understanding (asses earning) during instruction and ‘make accommodations! We wil began she day with @ structured close read af the task riael® to ensure all students come t0 a shored understanding of the content ard what the problem is Seling Studchle wil revace the context ard the end goal Ob the task with thet groups, and each group wil be Gsked to share with thd while class. This where we wil discuss any unclear centent and academic language. This w eepectlly mpertant Cor our ELLe who wh be encouraged to lise their persoral electron: devices or school devices to help translate unFamar Engish words {other ret language. Additionally, ecllabor alice have been conetPucled wan then mind-cotusertd eathy in their Ergish development have been paired with others wha are blingual i Engish ond their First language (hen avalebie) so that all stilents may thereughly discuss the task. once students start digging ito the task calabor atively, \ wil e2en the claesrach fable 4o table Ketering mn en comersations and redrectng as reeded | wil Be careCul fot to Pierfere whic studerts are productively 3 he mbended oer of We tee, but eal step? when Groups seem ta Be at a dead end Based'on the reason For ter staled prodicten i have o sere oF predescped scofFalds at the ready. Wha sctses and tack ull move students forward tel learning? Collaborative Task (are hybrid cars realy worth the preg?) @ clevereadng evplechon tovk thal lad to a Ealeborative poster, Folowed by a galery wale ard whole lass dseussiona “What resources (mites and sentence frames) ae needed? Printed copies of the task. For cach learner 2. Sticky poster paper for eotaborative posters 2 Markers far posters 4 Printed copies of scaffold + Parle! problem turr san nfermaton (average mortny mies average ME, ard overage cov! of gesaire) re the seps ef ne ond the cost dt the vehicle nto the yriereepe 5. Printed copies of Seabtold 2 Revew of solvng systems orc capes of scab!» Raven of stra system ord exarrelas How wi | organize and facitate the learning? What questions will 2s? How wll inine eecure? Close Raselng (whole Class)/TextDependent Questions ‘Wihat is the big dea of the task/tex!? What are we deing? ‘What isa hybrid car? What is a nonh cor? is sin er cart oh aaah hy What information is provided in the table? What does each cote mean? what does cach row mean? What exactly ib MEG? Why is this inbarmation important to hey exacty Y imps What are some initial deas dbeut how we might use math to epproach thie task? How might a system of Inear equations help ws? How can we use the inFormation in the table to create incar equations? How ean we deterwine the average yearly gasalne cost for cach model? “F ~TEACHING MATHEMANCSINTHEVISSLE LEARNING CLASSROOM HGH SCHOOL 2 Collaborative Work/éuided Practice Once the class as a whole is understendng the context end goal of the tack va the close readrg'| wil release thei 40 wor'e caleboratively This wil be my oppor to engage struggling rou iced practice ereurd " the récZosary Computations +d beep the task mowrg re realy Careers eee me Jw owe eavesdreppng + Gallery Welle ed posters wil ke diplayed around the roo Groups wil cycle through the room poster to poster: leavir'g Feedback on skékey notes end gatherng taleng ports For the upcoming whole-class canversahor 4: Whrap-up/wihele-Class Onaussien (Backward Questering) Conetusion What did we discover? Are hybrid cars realty worth the price? How dees your math justhy your elite? Process What did we need mathematically in order to investigate this station? 'Y Me Whywhow de these equations represent the cost of ench vehlele over te? r What was the paint oF a system of forts? uot aay ero 2 sting 2 ante of eat How did your group decide to selve your system? Why? ReRection: What other situations might lend themmelves to this type oF modeing?CCHAPTER2, TEACHING FOR THE APPLICATION OF CONCEPTS AND THINKING a What possible inaccuracies exist in aur assumptonsé generaizations? Where Is cur rath the weakest? Could our claims (ie, different Coe sneer, oat Saat ara driven ws. city miles dren ete Overall how confident are we in cur clams? ‘Them sana fr dowmload wt mourns canine inthe F12 Figure 23 Ms Ries's Appiation Lesien on Systems of Linear Equations Mr. Wittrock and Three-Dimensional Shapes ‘Mz Witteack is pleased with the temperate weather today bacause he will be spending about half of each class period outside with ihis stu dents so thay can get a closer look at the large water tower near their campus (see Figure 2.4), Students have been studying trigonometsic ratios and three dimensional figuees ducing the past two units, and Mr. Wistrock sees this mini.fiesd Teaching study a the pefecs apporsunity to continue so build elevanee in thet T3kegaway work, He-has a simple question for them that has anything but a simple solution path: How much water can the tower hold? Guiding questions can be used Mx Wittrock’s students have developed a deep understanding of the concepts of surface area and wolume of thee-dimensional objects. F They built theie conceptual understanding through hands.on ab *uWventic context to provide an experiences exploring shapes and theie properties, They also built esming their procedural knowledge by learning (and in some casas, discov. intentions. This ering) the focrulas for surface area andl volume and applying them cam increase to solve problems. Students have even started to transfer this learn. student ing by engaging in textbook word problems that requise them to engagement and model seal-world objects by viewing them as compasites of commen task wale.Deliberate practice is the type of practice that is purposefully designed to either address particular learning gaps or refine high-level skills. WATER TOWER AS COMPOSITE OF SEMI-SPHERE, CYLINDER, AND CONE Surce Waar Tomer nage by aba, hip: paher.comlenphot¥PS06D (CCU 10 Lhisera! (CC ‘] Pabie Domain Daccaion biped iceatiencommens al palic Serahlonalt oF Figure 24 three.cimensianal shapes. This detierate practice has provided the foundation for today’s application task: Me Witerock carefully selected the word patslems ta target the learning intentions, success criteria, andl gaps in student learning. Given this lavel of pine knowl edige, ir. Wittrock anticipates that students will noe Nave woo much trouble identifying what measurements they will meed in order 10 solve the problem. Additionally, Mi Wittrock's students have demonstrated a strong understanding of trigonometric ratios and their (textbook) applications. For instance, students have completed word problems looking for the heights of tees by using the angle of inclination of a viewer's line of sight and shat person's horizontal distance from the tree. Again, this ‘was fexthook application, and Mr. Witteock recalls the question coming from one of his students: “How do they know the angle af inclination? Your neck doesn’t have a protractor!” This question and subsequentDIGITAL INCLINOMETER MADE WITH A PERSONAL DEVICE Seance analy Lave! Ap by Hare ne. Figura comment solidified Mc Witteack’s decision to execute this application ask. I was time to let his students actually apply their math. His learn ers will work in. groups to answer the guiding question of the day: How much water can the towee hold? While his students are conceptually and proceduratly prepared foc today's task, Me, Wittroci: knows that they are still at the surface level of learning hhands.on measuring stills, especially with some of the new tools and strategies they will beusing today, He recognizes that thoseare now skills for his students and that, up to this point, the textbook has provided most measurements. In this case, Ms, Wittrock will provide each group with a measuring tape, straws, and extra tape in case they want to use thelr personal devices as digital inclinometees (sce Figure 2.5): a roll of siting for measuring curved distances; 2 meter stick; and an incliname- ‘er that students constructed the day belore from protractars, yarn, and FoR DELIBERATE PRACTICE ~ 0.78 656 TEACHING MATHEMATICS IN THE VISILE LEARNING CLASSROOM, HIGH SCHOOL paper clips. Other than lightly addressing inclinomevers (for exarmple} it a previous class, today will be stuclomts’ fist true use of these roots. Mu. Wittrock therefore anticipates some increased difficulty in. this part of the task, based on students’ novice experience levels with the tools. He plans to scaifotd by leading direct demonstrations for groups af how to use the taots, providing plenty of time foe practice, encouraging mul- ple measurements to increase accuracy, and asking students to switch, roles so they can gain a fall understanding of the measuring process “The shes diversity of concepts discussed so far alludes tone faet that thls ‘ask is highty complex. Mr. Witktock thinks through the chain of events that would be requised Forsuccessful completion: Students will naed tose their understanding of composite shapes to cecogaize haw to model geo. metrically a real-world object using pleces of familiar three dimensional shapes. This model must then spur the need to collect spectfic measure. meres (height, radius, etc), which will have to be conducted using know. cadge of trigonometric ratios and tools new to the studdents. Mr, Wittsack is ‘woll rare of how much he's asking of his students, an he fools comfore- able ia doing s0 for two reasons, One, he as sremencdaus belief én ls stu. lees ane: makes that well-known to them. *T keep raising the hag because You ep jumping over it," he tells them. TWo, he knows where they are strong, he knows there they are still developing, and he has levels of ques. tions prepared to scaffold the connecting between topics. EFFECT SIZE FOR What Mr. Wittrock Wants His Students to Learn STUSEETEEUNS® Gor eady—Me. Witsoe has lofty pons for his students. The following 2 standards are addressed ancl indeed intecwowen in this task, as follows: TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) GEOMETRY STANDARDS. (9) Similarity, proof, and trigonometry. The student uses the process skills to understand and apply relationships i right triangles, The student ie expected t2CCHAPTER2, TEACHING FOR THE APPLICATION OF Cr A) determine the lengths of sides and measures of ang a night triangle ky applying the trigonometric rstior zine, cosine, and tangent t9 solve problems (10) Twe-dimansignal and three-dimensional figures. The student uses the process kills to recognize characteristics anddimentional changes of two and thiem-dimansional figures. The student is empacted to 1B) determine and descrise haw changes inthe lineat dimensions ofa shape sfectite perimeter, aes, surface area, or volume, including praporticnal and ronproporticnal dimensianal change. (12) Two-dimensional and three-dimensionsl figures. The student uses the process kills in the application af formulas ta determine messures of twa- and three-dimensionl figures. The student is expected to (©) apply the formulas for the total and lateral sueface: area of three-dimensianal Figures (including prisms, prramids, cones, cylinders, spheres, and composite Fate) toch probiems ing appopein nt of {P) apply the formulae for the volume of theee-cimensional figures (including prisms, pyramids, cones, cylinders, spheres, and composite figures) to solve problems using appropriate units of measure. Mr. Wittrock is helping his learners develop the following TEKS Mathematical Process Standarde: + Use = problem-solving model that incorporates analyzing given information, forralating a plan o strategy, determining a selution, justifying the solution, ‘and evaluating the problem-solving process and the: reasonableness of the solution (Continues) -TSAND THINKING a« TEACHING MATHEMATICS IN THE VIGOLE LEARNING CLASEROOH, HIGHSCHOOL (Continued 1+ Select tools inchcing real objects, manipulatives, papier and pencil, and technology as appropriate, and techniques, inclusing mental math, estimation, and number sens ae approprite, ta zolve problerrs “Analyze mathematical rlationshipe to connect and ‘communicate mathematical ideas, Again, while intecrelating so many concepts indeed makes today’s task mare authentic, Ht also drastically increases the complexity. ‘Mu Wittrock is prepared to scaffold this complexity by supporting students to make connections between each concept and recognize how this task Links them, Learning Intentions and Success Criteria ‘Much like Ms. Rios, Mk. Wittrock breaks his learning intentions down 0 coment, langage, and social subparts. As students walk inta his classroom, he passes out clipboards for recording data and making eal- culations so that earners can complete the task outside. He has printed today’s earning intentions and success criteria forthe stuxdants, He uses thom actively im his teaching by vefersing to thom as students need a sense of direction, redieection, o” prompting, o¢ during scaffolding and per eeee questioning. This also allows students to monitor their avn leaning SELF-REGULATION progresion, Me, Wittrock has pravided the hands-on tools the seuenss sees ‘can use 10 complete the task As thoy begin walking tawasd the water tower, Mr Wistrock uses ehis ime to inteoduce the task and review the leaining intentions. “So we aly have one problem to solve today," Mi Wittrock begins. “i is just a Single question: ow much water can ke water tamer half? Think about eaANIME AN > how you might go about answering tat question as we tead through the learning intentions." se thea reads thoough the following learningintentions and expands briefly on cach, elding questions from his students as they arise: Content Leaming intention: Te apply cur understanding of trigo- nometric ratiazand three-dimensional shapes to measure volumes and surface areas of real-morid cbjects. Language Learning intention: To explain how to determine the volume and surface ares of real-world objects using writing and Ibeled dingrams. ‘Social Learning Intention: To help one another use appropri: ate tools—bath physical and mathematical—to solve real-world problems. By the time the day's learning is Inteaduced and discussed, the students an Mr. Wittrock arrive at the water tower site, Mr, Wittrock explains the success criteria, which are printed disectly below theleaen. Ing intentions on the-ask sheet, “The success criteria today eeally guise you through the math skills you'll need to bring to bear in order to be successful in this task, along with the expectations of the tas: itself He then reads the following success criteria and elaborates on the eequitements of the task 1 can accurately messure angles of inclination with an inclinometer 1D can measure heights of tall abjacts using trigonometry: 1 can madel composite shapes using common 3-0 shapes, DI can apply my knowledge of surface ares and valume to composite shapes, 1D can demonstrate my problem-salving process in writing. He uses this intraduction of success criteria as a transition into the planning phase of the task, GaSe) Video & Collaborative Laaring in an dippieaton Task hipeemeurenconain cry! ‘ates #2This is direct/ deliberate instruction approach to teaching and learning mathematics. Teaching Takeaway Leamers’ responses to our questions are feedback on both the quality of the question and their level of understanding. TECHING MATHEMATICSIN THE VSSLE LEARNING CLASSROOM, HIGH SCHOOL, Gulding and Scaffolding Student Thinking First, Me. Witteock instructs students, “So before we just jump into cal, culations, we nacd to make some sense of the structure of the problem ltsclf, Whae Information do we have?” “well, we have the waver tower, but that’s it,” one of the students comments, ‘That we dol” Me, Wittrock tits his tiead up to look at the 1p oF the tower “What does it remind ws of? what does it Lind of took like? ty wominds me ofa water tower ann it kind of looks like a watee tower,” another student sarcastically says, which gets @ laugh out of the rest-oF the students. Mt Wittrock laughs along with them an decides to clay. ‘This time he diwects his question at the student wha made the joke, “Good stuf... | agree!" Me, Wittrock knows that acknowledging the student's humor will go further than taking offense and pursuing a confrontation. *Let me ask my question 2 better way,” he says and chooses his pluasing to give the student the opportunity to engage ‘while remaining socially unscathed. Again, his focus is on the learning. “If this thing were made our of giant Legos, what ate the places you would avec?” “a cylinder,” the student claims. “ox, why and whore?” ate. wintrocic Follows wp. “The middle is shaped basically like a cylinder, even though it is kind of bumpy." “Absolutely sight! What other Legos—or thiee.dimensional figures ‘would we need to model its shape?” Mc. Wittwock smoothly transitions the discussion from the informal space of *glant Legos” back to for. ‘mal academic language after fe is confident that fe fas reactivated fis students" prior conceptual knowledge, Students go on to identify the somi-spherical shape of the tower's hase and the conic top. #80 why don't you all take a minute to brainstorm frou you might go about cal. culating the volume, based on this discussion.” Mx. Wittrock uses this ‘opportunity to listen in on. each discussion and make sure that students ‘are generally on the right track,“OK, so this brings us to the next question,” Mr. Wittrock gets every. ‘one’s attention. “What information do we need?” Much like the last guiding question, Mr. Wittaock uses this question to generate discussion about various dimensions that might need to be measured in onder for students to be able to make their desired calculations. He elicits worms such as hig, lateral hegit, madi, diameter, are of the base, and others from his students bofore moving on. “Finally, how are-we going to use the tools we have to get these measure. ments? he asks. This part ofthe discussion isa little more chaotic, as it ‘nocessitates a it of “play” as students star to practice with inclinome- ers, extend measuring tapes, and the like. nr Wittzock decides that any semblance of whole-group instruction will be ineffective at this point and prompts students to just “go for it” as the measuring phase begins. [He cycles from group to group, scaffolding the use of the measuring: tools as needed, Modeling Strategies and Skills ‘Throughout the task, Mr. Wittrock is motoring his students’ learn. ing. As anticipated, earners are not equally proficient at measuring: angles using the inciinometers. specifically, ane group seams to be simuggling, a8 evidenced by heir conflicting results (some negative angles an some positive), so Mr. Wittrock steps in ta model praper ‘use. This group is using a digital inclinometer as shown in Figure 2.8 ‘Mr. Wittrock tats through his goal of cantratling the ttt of the device ‘until his line of sight through the saw is “just tragoly" inline with the ‘op of the fieight he is trying to measure. Once he communicates that hho s satisfied with the position —along with why be feels this way—he asks another student to read the device. afterward, he switches roles ‘with thestudentsa that he can model how to read the device and what he's thinking about critically to determine whether or aot the readings ‘This form of teacher modeling helps provide students a sense of direc. ion as they develop ria skills. 1¢ helps scaffold the question “Aa doing this right?” by instead answering the question “tow will {know if am doing this right?” n Teaching Takeaway We must use feedback from our students—in this case the loamers’ conversations and actions—to adjust instruction and where we are going next.TEACHING MATHEMATICS IN THE VISIBLE LEARMING CLASSROOM HIGH SCHOOL ‘Mr, Witttock then provides time for Ins learners to engage in strate- gic planning. individually, with a partner, o¢ in a small group, stu. dents plan what they are going to measure and how they are going ‘9 make those measurements, In some cases, learners developed their wa plans fst before sharing eaca plan. with theie groups. This allows them to evaluate several strategic plans before faalizing the group's flan, Once students have agresd on their measurement approach, they are frae to make those measurements and racord them on their task sheets, *nomember, having more data than you nocd is a better problem to fhave than not having everything. you think you might need it, mea. sure it” Mr Wittiock brings the messurement phase of the task 10 3 case with this advice to seuconts before asking them to pack up their tools and head back to clas. Aftor the students got sottled back at choir tables in thelr classroom, “Me, Wattcoek directs them toward the consolidating phase of tls sk: ‘So far you have made a plan and started exceutiag thae plan bby taking lots of measurements. Naw it is time to bring it all together and start solving the problem. How can we use these measurements and aus knowlesige of composite shapes to calculate the volume of the water tower? Also, how can drawing a diagram help? Pease discuss at your tables before starting your eaiculations, ‘This reterative line of questioning ts intended to further scaffold the ‘complexity ofthe task by asking students to make connections betwee each step students have taken and those they are about to take. This is also a strategy to stow down the process slighty so that all group mem. bers can process the chain of events required to make sense Of the task. After groups come to consensus about what they have done and where they are going, they begin collaboratively drawing diagrams of the water tower and making calculations using theis own measurements. Mr. Wittrock is pleased that all students appear onboard and are actively conteibuting.CHAPTER 2. TEACHING FOR THE APPLICATION OF CONCEPTS AND THINKING Teaching for Clarity at the Close Mt Wittrock directs students’ attention to the leaning intentions— specifically, the language learning intention, which includes explaining how to determing tha volume and surface areaof real-world objects using ‘weiting and diagrams, as well as demonstrating the peoblem.solving process in writing, He instructs them, “Writea claim supported by math. ‘ematical evidence and further justified by logical reasoning. | have some sentence frames for you if you get writer's block, but try to add your own style to this.” Mr. Wittrock then writes the Following three questions on the board and continues, “As you weite, continually ask yourself these questions” +I your solutbon clearly stated for the reads? 4 How can you organize the explanation of your process so that the reader could replicate it if he or she wanted? + How can the use of visuals help the reader make sense of your thinking and process? Some students seifselect a printout of sentence frames as a scaffold for this portion of the task, as shown in Figure 2.6 on the next page. Timing was as important as any other element of planning when Mi. Wittrock was designing this task. He knows that this task constitutes problem-based learning «PBL, which has a very tow elfect size when used as. sole means of iastruction. This is because PBL is best used as a strategy for teaching for transfer, wheee it has a higher effect size—which is exactly where his stustents are in thelr learning at this point. However, if students are still developing a surface.tevel understanding of concepts and prncetluses, they likely ‘won't have access to a task such as this. The increased difficulty of each individual step could blind them from the complex connectivity between concepts. igure 2.7 shows how Ms. Wittrock made his planning visible so that fre could then provide an engaging and rigorous learning experience for nis tazenees, n EFFECT SIZE FOR PROBLEM-@ASED LEARNING ~ 0.26 (WHEN USED As ‘SOLE MEANS OF INSTRUCTIONS EFFECT SIZE FOR PROBLEM-@ASED LEARNING = 0.61 (WHEN USED. FOR TRANEFES LEARNING) Teaching Takeaway Using the right approach at eight time increases our pact on student learning in the mathematics classroom,‘CLAIM: ‘Thevolume ofthe water toweris EVIDENCE: Draws diagram ofthe water tower and label each comaanent with your maasurements ‘The watertower con be modeled a: a.camposite shape that iz part. and part part “The volume af each of these parte, bared on ourmeacurements, ic [Include calculations and relevant formulas) ‘and REASONING ‘Therefore, the coral walurne four by. ‘The way that my team measured —___ags. ‘weatzo memures —__uy. Figura 2 Tsai rafal for dowland at ensues. cornn com/matberntin 12, mmCCHAPTER2, TEACHING FOR THE APPL! MOF CONCEPTS AND THINKING ING GUIDE ae kee ESTABLISHING PURPOSE What ae the key content standards | wil focus on in this lesson? Canhent Shandlovds: TEKS Geamelry Standards CD Sindarty, proaf andh lrg, “The shidentuses the process kil bo Understand and poly velehianshies in vigh triangles. The student ia expected tas (AD determine the lengths af sidex ond messures of angles in a Iriamgla bay saa Ihe Frigenametrcralioa sine, to a lang fa sale prablers, and €9) Two-dimensional ond Hnee-climensional flquves. The shidend uses the process sel ba vecagnie chavackeritics ond desianel changes af bia and thede-dimanaconal Pgures. The shident is expetted ba (BS determine and describe how changes in the Inear dimensions of a shape affect bs perimelecarca, surface atea, or valine, including prepertionol ond ner-preparhianal dimensional change C1 Two-dimensional and Hree-dimensianal fguves. ‘The shudlent uses Hhe process all in the applicalion af formulas be delermine measures of bwa- and theee-dimensional Figures. The shucent is expected Ox ply the Fermulas Fer the batal and lateral surface area. af Heee-dmznseral figures, prisms, pyramils, cones, cylmders, spheres, rd campaate Paynes, ba salve problems Sing oppropriate unks of measure: ‘an C19 apply the Crmulas Forte volume of Iese-dimensional Fgwes, er omits cones, cyinders, aplores, and compashe figures, te selve problems using appropriate unks af meazire, 75TEACHING MATHEMANICS IN THE VISIBLE LEARNING CLASSROOM, HIGH SCHOOL THES Mathemahial Pracess Standards © Use 2 prablem=salving made! thal nica obes analyzing given iforpaen Forme a plon a aaloay, Tem schon, Pi ying the selubian, nd evaluahing Het lem-solving process ord he renodrableneon afte olan + Select boals, ncloding real objects, manipulatives, paper and pencil dlecheleny 2x afpreprofe, ond lecloiques, ntledong merbel math, eskmahan + Analyze mathemalicel relobonshies be connect and cammunicahe mathematical ideas aiid munbey sense a2 appreprishe, fo zalve prablema ‘What are the learning intentions (the goal and why af learning stated ia tudant-friendly Language) Iwill facus on in this leceon? Eolent Toapoy ar andertendng of riganomari tain and Herve darateral shepes fe measurd vabvits anc surfoce areca of real-world objects Language: "To explain hw be determine Ihe vchume ad surface area of weoBlld abc sing veling and dagrans Sonal Tathelp one anether use opprapriste beela—both physical and mathemalicalta solve real-world problems. ‘9 ‘When wil intreducs and reinforce the learning intenton(s) x0 that student understand. see the relevance. connectit to previous leaming, and ean clearly ‘communicate itthemezives? “The learning infenhons wil be inbroduced a3 we well: oulside bo our learning utd Students wil have them printed, clang with the success thera an lhe he shack o ue an aueckeoit Fling reading? walheine ‘We wil converse abaul the geal the teats we ho prefer deo I loop hock fo the skool aferion as we engage i fhe Imeasuremart porhan af the beske aukaede Il vevik the langage purpeze owe Candcl our urke-op che end of the dyCHAPTER 2, TEACHING FOR THE APPLICATION OF CONCEPTS AND THINKING SUCCESS CRITERIA What evidence chaws that students have mastered the kearning intantion(s)® What criteria will use? \ con shobements: # [ean accurately measure angles af inclnakan wth an inchnameber © lean messune heights of ball objects using Friganometyy, + [ean model compoate shapes using common 3-1 shapes . on syngeneic at nena cen + lean demenstrate my problem-solving process in wirhing How will check students’ understanding (ascecs learning) during instruction and make accommadations? {ull check insu He groups Hhaughout He measurement portion of the bes on nes or I era Tee fa za sere nae igh er ng der nds te We wil alsa engage in a ‘planning phase! aulside at He learning ate end Ponange meg before we jump inte colle: aigazurements. During His phase, | wee eee eer groin swe S collective undorstonding af ivch measuremedts ne mgt need | piles avetateclion of dla ox beng Elin probleme bere hone underelecion of dle Ge, youth you mgt need INSTRUCTION What setivities and taalee will move students forward in their learing? Plos During ths phase, shudents will begin abgarsizing He cndeestandny the problem toe ee poedbla hon blkTEACHING MATHEMATICS INTHE VSMLE LEARNING CLASSROOM, HIGH SCHOOL Adtronaly, hey will start fo dekermine which measurements Hey need te allel and wichFoas Ihey should use for Har callecion | expect shudenls la experment wth meas. during hs phase as wellbs see fw varius feals wark. Measuring Students wll use Lape measures, incinometers (both ah prolracirs ond dia wh hr phones meen shcks : if rane various ditensons af He waker Fever they iwedlgahing Conselidating, Shederts will use heir measurements end thie knawledge cf composk shapes colle he surface avea and vl of he Wirke-Up:Inths phase, shidents ull de afovmal wrie-up of Ha worl, eng Heir ee ed nblra words anledélhebep dogrami they wil generate What resources ((atersts and semnce frames) are needed? L Shows ba attach tecell phones or tablets ka make inclnemelers he Level opp thot shows degree of hk Prebractors, string. and weights ha male analag inloamelees Meter shies Shing far messsring Clipboards Por subside work 2 z u 5 Meosuring tape 6 2 @ Prise bask shoalsHow wll | organize and factate the learning? What questions wil ask? How will “Th deg ibe aryaizad na Ince Fshin Haugh He Four phases prevaly ished? “yh the L Planning a What are some dimensions of this waler tener we want be smeazte bar fake clalalans? ca How mht ge aback measuring? Wheh bool shall weune? 2 Messuring & How does the inclnomaber work? 1 Have you ken maple messuremarts af the sane Bhing be check For adtunaag? Ave Have any measurements you think you might need Iober ever A you orent sure? 3 Consolidating «2 How can we pub ol his Fagether te stort caleloting surface ove ad vam Hom can drawing.» chagram hela? 4 WrteLp 12 le gaur sabian clearly shabed Far the reader? b How can organize gour es rahion of your pracess 30 that Tae Le ee © How con the use af visvls help He veeder make sense of your Mirling and pcess? [ERE ta einai ed remanence Figure 27. Me Witbeck's Agpication Lesson on Thus Dimensional Shapes AND THAWING nTEACHING MATHEMATICSIN THE VISILE LEARNING CLASSROOM, HIGH SCHOOL Ms. Shuzhen and Statistical Reasoning As proviously mentioned, teaching mathematics in the visible Learning classioom requires helping mathematics leaimers to see themselves 25, thelr own teachers. This is the penultimate goal for Ms, Shurhen. Her approach to teaching statistics strives ta prepare learners to engage in the lifelong puesult of mathematics of develop. strong mathematical literacy in their everyday lives. Her clssstoom 6s set up in such a way that leueners can see the relevance of statistics all araund them, From ‘weather forecasts to political polls, her learners have access to a vast array of applications of concepts and thinking ia statistics. (Over the past several weeks, students have engaged in challenging tasks that bulld surface and deep learning ia conceptual understand. {ng around independent and conditional peabability, as well as the procedural knowiedge in calculating these probabilities. Ms. shuzhen recognizes that transfer of that knowledge requires intentional and purposeful tasks that support fearners in thele application of stats. tics concapts and statistical thinking. As she plans for today's lesson, she saeks to offer leamers multiple opportunities for this application through a menu of tasks—authentic problem-solving scenarios— that align with students’ Interests. She believes that incorporating student interest into application tasks is a necessary condition for engaging learners in the task and thels willingness to take risks with both complex and difficult tasks. Ms. Shuzhen thinks of this as an exit task—a capstone task in which students demonstrate their abil ly to apply all of their previously learned knowledge (see Feanell, Robett, & Wray, 2017). What Ms. Shuzhen Wants Her Students to Learn ‘The menu of tasks that Ms, Shuzhen has selected fog her learners asks them to apply multiple concepts and skills related to probability 1. How do the dimensions of = baceball field affect batting statistics? 2, te there auch a thing a: steakiness in bazebsll?3. How do combinstoral sis work? Whatare several ssamples? 4. What ars thewctca solons ene Moni Gado stration aod §, Determine i the Manty Hall theery is mathematically correct 4. Prove the best trategy for pling hilo using probability. 7. Determine if it is reasonable in blackjack to act eiferently with a sworard 18 than with a three-card 1 ogsinst a deales’s 10. ‘Akematively, come up with your oem blachock zoonaria, 4. Test the probabilities of rong certain combinations of dice in role-playing games. 9% Dtermine ifthe probability of picking the right ject i better by switching your initial choice with 2 variant shell game, whers one ike that = for sure wong remaved by the penzon in charge and shown to you after you make your fre: guess. ‘Thecommon thread across each ta is the uso of those concepts to make ddecisions—the specific of the sand. The overuching idea Is that learners will use probabilicy and statistical reasoning to make decisions, MATHEMATICS CONTENT AND PRACTICE STANDARDS SMD.B7 ‘Analyze decisions and strategies using probability concepts (2.3 Product tering, medical tering, pullng a hockey goalie st the ene of a game}. Mz. Shuzhen is helping herlesrners devalap the following Standards for Mathematical Practice: + Moke sence of prablerand persevere in solving them, Reason abetacly and quantitatively + Canstnict wable aqguments and critique the reasoning af rheLEARNING GOALS Teaching Takeaway Co-constructing success criteria with leamers is a way to engage them in their learning TEACHING MATHEMATICSIN THE VSISLE LEARNING CLASSROOM, HIGHSCHOOL ‘Ms. Shuzhen will structufe the learning tasks so that each student has the opportunity to relate the decisions and strategies of independent and conditional probability, as well as ehe rules af probability. Learning Intentions and Success Criteria Ms. shuzhen is very purpaseful about her earring intention, What Is 4 that she wants her students ta learn from this panicular experience? Aligned with fer approach te teaching high school statistics, she wants hher learnees to understand how statistics and probability can and do {inform our decision making. Thus, she displays learning intentions that ‘reflect this goal, making them visite toeach of the students in her classes: Intention: To apply our understanding of probability and statistical reasoning to make decisions Language Learning Intention: Te explain how to make decisions Using independent probability. concbtianal probability, and the rules of probability. Social Learning Intention: To engage in productive ciecussions shout howr my peers made their decisions, including their reasoning nck modeling of the seenaria. AL this paint in her students” learning progressions, they have devoted significant time to different types of conceptual understanding and pro- cedural knowledge in dependent and conditional probability. At this point ia the unit, leneners have engaged in many checks for understand. ing, as well as tasks that assess for mastery around each of these concepts and associated! prncedures for calculated dependent and conditional probability. Furthermore, Ms. shuzhea has consistently modeled the ole of success criteria in helping her Seaeners know where they are in heir own understanding and where they are going nent. As learners have used success criteria to monitor their own feaming, she hhopes to have them co.construct theirawn success criteria fortowtay’stasks ‘Moss & Brookhatt, 2012; O'Connell & Vandas, 2015), Co-constructing success criteria is mage than handing them a Uist of what they must com. plots; rathes, itis bulting a shased understanding of learning expecta. sons and a pathway to make progress (Almarode é Vanda, in presLEARNER SUCCESS CRITERIA MONITORING SHEET Figure =" al Seudemis will generate their own success criteria for this task Ms. shushen's learners ae very familar wish this process. They have ana. lyzed Ms, Shushee’s learning inemions and success criteda in the post ‘and built up to this moment, in addition, Ms. shushea has the Standards for Mathematical Pastice posted in the room. Learners know they ase £0 fneluce them in thele success criteria as well Howevez, we must gol ut shat Mis. shurhen's decision to use choice in the task does noe automascally sean that stucents creme thele own success cote, There are many times ‘hyoughout the year that her learners have had choice but have all worked ‘toward a common set of earning intentions and success citer, “To gemerate thele ow success crteea, learners explored the options on shel choice boards, deciding which ones they would tackle during the day's las. In addition to selecting one of the options, students fad to decide haw they would present the problem to thelr poets (e.g. presen. ‘atlon, demonstration, written solution, at.) This makes eh process oF developing two of tree J cam statements exsiet and the learning visible to both Ms. Shuzhen and themselves, These success criteria will be docue ‘mented in thelr interactive notebooks and referenced during one-on.one student conferences using a monitoring sheet (se Figure 2.) Modeling Strategies and Skills In adalition to Ms. Shuzhea's use ofthis lesson as an exit ask, as leaaress engage in the task of their choosing she plans to constantly cheek for Teaching Takeaway Offering students choicesin their laaming promotes buy-in. The student voice inherent in both task choice and co-constructing success criteria allows learners to take ownership of their learning EFFECT size aTeaching Takeaway Effective formative assessment can include observations, sorviews, “show- me" moments that ask learners to show what they know, hinge questions, and exit tasks (Fennell etal, 2017) EFFECT SIZE FOR STRATEGY MONITORING =o EFFECT SIZE FOR STUDEN. RELATIGNEHIPS TEACHING MATHEMATICS IN THE VSSGLE LEARNING CLASSROOM, H#GH SCHOOL understanding through observations, interviews (student conferencing), and asking students to show what they know (sea Fennell et al, 2017). ‘To help her learners focus on the why beltin these authentic problem. solving tasks, Ms. Shuzhen will use a guiding question—something learners are familias with in her classroom: “Remember, ladies and gen. Hemen, as you embark om your problem.soiving adventure, you must be able to extrapolate the answer to our guiding question—"How can probability and statistical reasoning help me make decisions?” Ms, Shuzhen is excellent at monitoring learning through checks for understanding that identify any areas that need more focused learn. ing around particular content. For example, individual studems may need remediation around prior knowledge, skills, and understand. Ings needed for their problem-satving tasks. In addition, the choices available to students will differ based on learners’ levels of readiness. Although all learness will engage in the application of concepts and thinking, Ms. Shushen will make sure all students have access to this application by accommodating the needs of each student. She adjusts the content through different modalitles—for example, she will trans. late it ato Spanish for some students, provide video clips and worked examples for some learners, and offer graphic organizers to assist with problem solving. This way, all learners vill have access 40 the type of thinking expected in this application tas, As learners prepare 40 stare the day, MS. Shuzhen gets their attention, and presents the day's leaning intention, “Taday, we ate going to being together the procedures and conceps From ehe past wo weeks and use this learning to explore different contexts related 10 statistics and probability.” She tells them their rote is to answer the question “How can probability and statistical reasoning help me make decisions?” she diteces their attention to the learming intention on the board. Without ‘much hesitation, Brack pipes up and says, “Hey, what are the success criteria? What 1 am supposed to get out of this?” This prompts much laughter from bosh Ms. Shuzhen and Brock’ peers. Ms. Shuzhen also uses this question to introduce the day's tasks: Ladies and gentiomen, in just a few moments Iwill hand you a choice board. You will have fous different problem solving tasks on that choice board. After you have a few moments toCHAPTER2, TEACHING FOR THE APPLICATION OF CONCEPTS AND THINKING read each problem.sotving task, (am going to ask you to pick the one that you will tackle today. Realize that this task may take more than one class peeind, so do aot worry abou the ime component. Ms. Shuzhen distributes the choice boards to her students, Each of the cholce boards has four of the following nine problem-solving scenarios (also outlined on pages 80-81}: How de the dimensions of abarebll field aHect batting statistics? 2. Isthere such 2 thing as streakiness in baseball? 3. Howdo combinatorial games work? What are several examples? 4 What are theerstical solutions and Monte Cade simulations? What are several examples? 5. Determine ifthe Manty Hall theory iz mathematically comect 4. Prove the best strategy for playing hi-lo using probability 7. Determine if iz reasonable in blackjack to act differently with a two-card 16 than with a three-card 16 against a dealer's 10 Alternatively, come up with your own blackjack scanario. Test the probabilities of rolling certain combinations of dice in role-playing games. 9%. Determine ifthe probsbilty of picking the right abject is better by switching your intial choice with a variant shell game, where cone choice that is fer sure wrong is removed by the person in charge and shown to you after you make your first guess, Ms, Shuzhen provides varying deysees of difficulty and complexity depending on the level of readiness far each student by selecting four options to appear en specific learners’ choice boards. She asks them to partially solve some of the problems to understand the nature of the problems and envision a plan and product before making a decision about which of the scenarios they would like to tackle. she then walks the stuclents though the development of their own persanal successEXAMPLE OF A LEARNER SUCCESS: ‘CRITERIA MONITORING SHEET ea cod lean create fourdferant scenariog ‘mathave aterent probate Ii calculate rhe\arebat iy ef che auayer winningeguinetreceatern earn lean lgencify and modltherules erprobenlicy msaenecenaria I present ths informacion in mp ree ‘ean axpisin my razzaning and calculations omy cazzmater. | gee femebaextram my peers ane schema try aprobiern on cher aw, Figure 29 criteria and evidence necessary to show progress toward she success criteria. This is where each learner determines the specific product or approach for his or her particular problem. You can see an example oF ‘ane learner's approach in Figure 2.9. Jackson decides to select Option, 7 and create four different blackjack scenarios to analyze. He wants 10 develop a Preai that walks his peers through the decision-making pro- cess at the gambling table. [Using a hinge question, Ms. Shuzhen asks her learners to "give hee five" bhased on the # cam statements they have created. “Give me five if you are confident or ane finger if you are in aged af additional assistance ‘wien your J can statements.” Looking around to see haw many students are holding up five fingers versus those holding up ene finger, she can provide additional support to those learners who indicate they are ‘Abt quite there with ehelr J cam statements. Oace she and the students, agneed on the success criteria, she released the learners to tackle their problem-solving scenario. ‘As each student works on his of er task, Ms. Shuzien moves around the room, asking specific questions and watching studeats wark. At the same thme, she checks for their understanding by asking questions and interviewing them about thele progress. she is constantly reflecting on. the learning in her classeoom: Where did learners struggle in the task?(CHAPTER 2. TEACHING FOR THE APPLICATION OF CONCERTS AND THINKING ‘Were there gaps in their learning that needed #0 be adlressed at this point in the leaming progression? She did net want to miss epportuni- tes to provide feedback to students as they applied theie concepts. and thinking to these problem-solving scenarios. Teaching for Clarity at the Close As learners complete the task, they compile their evidence associated with each success criterion. This evidence, along with the answer tn their aushentic scenario, will be submitted for tomorrow's peer review. LLeamers will present theie responses and engage in productive discus- sions about how peers made decisions, inclusting theie reasoning and ‘modeling of the scenasia. Until then, Ms. Shuehen collects thei prog- 055 so that she can review student work this evening ancl make adjust. ments, where needed, for tomorrow, Figure 2.10 shows how Ms. Shuzher made her planning visible so that she could then provide an engaging and rigerous learning experience for het leamers.TEACHING MATHEMATICSIN THE VIGQLE LEARNING CLASSROOM, HIGH SCHOOL, Sree u hoes STABLISHING PURPOSE What are the key coment standards | ull facies on in this lesson? Content Standards SADE Analyze decisions and Strategies ssing probability concepts (ag. pradsia? tasting, madical tasting, pulling @ Aockey gouiia at the and ofa game). Standards for Mathematica! Practice 8 Make sense of prodtems and persevere in sebving them. 4 Feasen abstractly and perantitatively. # Constrssct viadle argerments and cridipesn dhe reasoning a” ethers What are the learning intentions (the goal and wiy‘of lecrning, stated in tudent-friencly language) | will focus an i this lexson? Content’ Ta apply acer crlarstarding of prestabitiy amd statistical reaseniag te wate decisions. Langeiage’ Ta explain hous to msalie dations indgnentent preabability, condition) probability, and the retles of pradatility, Saciat Te angage in proactive discussians about hens ny peers make their decisions, wnclding thait rea onrg Gnd modeling of the Scenario.CHAPTER2. TEACHING FOR THE APPLICATION OF CONCEPTS AND THINKING 29 When will intraduce and reinfores the us 20 that students understand it, see the relevance, connect ing intantion() ic to previous learning. and can clearly communicate it themselvest The learning intentions will be introdeced as fearners enter the classracm and prazare for the day Z ast) also. reinforce the learning intentions shan Students prasart their products and Succass criteria. THiS wi! allen me to mate explicit connections bataian the learning intertions, Seccca5S criteria and Stdent products. SUCCESS CRITERIA What evidence shows that students have mastered the learning intention{=)? What criteria will! use? Eean statements Lnaprars nal! concanstract thair saceess criteria dazed on the scampio thay salut. I ait! first ast them to make a decision abeet mich ob the scancvios thy sseustd tite tex tackle. Z asi! walk the stedets thretgh the davelapoart of Chait coon parSona! Success criteria dic evidence necessary tes Shear progress tecard the Success criteria. THiS 1S aera nach learher wil! describe the Specific product ot appreach for WS ex Aer particalar problem. Once the stitdants ard I en the Succcass criteria, thay asl! ba released to tackle heir problem-solving scararia.TEACHING MATHEMAMICS IN THE WSHELE LEARNING CLASSROOM, HeGH SCHOOL How will cheek students’ understanding (saze2s lezening} during instruction and make accommadations? East! move aroeend the room, qsding Spacitic guuastions ard ssatching Steudarts work. At the Same time, E aiill be checking For their ender standing by observing Students, atin Stans, and interviewing Chant abeset their progress. Z asi Constantly reflect on the acting in the classreatt dy asbing suhere sid learners struggle in the ast and aware there 993 in Their learning thet needed to be addressed at this paint in the darting progression. Z ail! provide faedbacd te all students as they geply their concepts dnd thinking te these predtem=setiing Soanaries, INSTRUCTION What activities and tacks: ill move students farward in their earning? ZT nsitl distriderte the choice boards to the stedents. Exch of the chaice beards Has far of the Following prodienSelving Seanariosi 1 ons do the dimensians fa baseball fald eect batting Satseic 5? 2 Es there such a thing aS straakinass im bactadall? 2. Hon: de caméinatanial gartes mark? shat! are savienal axamples? 4. What are theoretical salutions and Mente Carte Simulations? whet ara several examples? 5. Determine if the Mandy Hall theory is mrathemstioahy carnect. 6. Prove the best strategy For plaping tile using probability.(CHAPTER? TEACHING FOR THE APPLICATION OF CONCEPTS AND THINKING H. Deteroine if it 15 reqsomable in blackiack to act difFarartiy saith a twso-card Ws than sith a three-card |e against a dealer's 19. Aitercetlively, come esp with your ccm Slackiack scanario. $. Test the prodabitities of railing cartain combinations of dice in roleqplasing games. 4. Dedarorine if the probability of picking the right ofjact is batter by Sextehing your initial choice witha variant sel! gue, where one Choice that i$ for Scere ewang iS remcved By the persian in charge and Shousn to yest ater yout mate your First gems. ‘Wotrexourens (materials and zentence frames) are needed? Lo Cheiee dearats 2. Success criteria and widence chats 2. Caleedatans a. Manigectatioas (ag. deck of cards, dice, varices objects Coe radaling 5. Computer simulation softuare en Chramaboots How wil longanize and facilitate the learning? What: questions will! 22k? How wil instiace closure? Pat! enganize teday's 0145s inte the falloning Macks of” Lo Extreducction athe learning intentians cred tasks Casheregpeeep) 2 Selection of the tasts than the choice boards Cndepandent) 2. Development of the product and success eriteria Commbanancting with me) o92 TEACHING MATHEMATICS IN THE VSLE LEARNING CLASSROOM, HIGHSCHOOL 4. bark teacard the task and the gathering of evidence Cnelarenciart S. Feeddacd? and clesere Buse to the independant vetcre of 0S task, fearmers will be respansidie far erganizing a partion of the day. For these specific chunks of tine, thay will hare the option te sore inthe cassraam ar go te the fidrary to secre aditicna! rescues or spate ta madal the Specidia Soancpio. AS bncpnans Complute the task, Z all dale then compile the wvidence aed their response te prepare for tectethoa 5 past rvieed Tei free Figure 2.10 Ma, Shuzhan's Applisation Lateon en Statistics! Reazcring —_—_— ne ee Reflection The three examples from Ms. Rios, Mr. Wittrock, and Mts, shuzhen exemplify what teaching mathematics for application af concepts and ‘hinting skills in the Visible Learning classroom: looks like, Using what you have read in this chapter, reflece on the following questions: 1. In your own wards, describe what teaching for the application of concepts and hinting skills looks like in your mathematics classroom, 2. How does the Teaching for Clarity Planning Gilde support your intentionality in teaching for the application af concepts and thinking skills? 3. Compare and contrast the approaches to teaching taken by the classroom teachers featured in this chapter 44. How did the classroom teachers featured in this chapter adjust the difficulty andlor complexity of the mathematics tasks 10 meat the neads of all laarnees?