presented by dr. linda k. griffith october 15 purposeful pedagogy and discourse instructional model

Presented by Dr. Linda K. GriffithOctober 15

Purposeful Pedagogy and Discourse Instructional

Model

Goals

Discuss how planning for mathematics instruction needs to change in light of the the Common Core.

Explore the instructional model defined by the article Purposeful Pedagogy and Discourse Instructional Model.

Create a vision for what mathematics instruction looks like when it supports the Common Core State Standards for Mathematics.

Define the components of a mathematics professional development plan for implementation of CCSSM.

Grain Size

Phil Daro video

PARCC Model Content Frameworks

The Research

What is the Purposeful Pedagogy and Discourse Instructional Model

The Foundation

Jacobs, Lamb, and Philipp on professional noticing and professional responding;

Smith, Stein, Hughes, and Engle on orchestrating productive mathematical discussions;

Ball, Hill, and Thames on types of teacher mathematical knowledge; and

Levi and Behrend (Teacher Development Group) on Purposeful Pedagogy Model for Cognitively Guided Instruction.

• On-going formative assessment• Learning goals

Day-to-Day Planning for Instruction

What does this look like?

Video-1-Assess

What did you see?

How does this planning process differ from the way we have historically done lesson planning?

Step 1

Write or select a problem or task that has the potential to reveal some mathematics that will help reach the learning goal.

What is the mathematics this task or problem has the potential to reveal?

The Problem

Angeles uses ___ of a bag of beads to make a necklace. If she makes ___ necklaces, how many bags of beads will she need?

(1/3, 12) (1/3, 24) (1/3, 36) (2/3, 12) (2/3, 36) 

Step 2

Anticipate what students will do that might be productive to share.

Remember there are productive failures.

Step 3

Pose the problem and monitor students as they solve.

Teachers role during this process is called professional noticing.

Requires that they have the teacher specialized content knowledge.

What does it look like?

Video-2-Pose&Monitor

What did you see?

Make connections to prior learningDifferentiation of instruction

Steps 4 and 5

Select student work to share that would be productive.

Sequence the papers to share to help students make connections.

What does it look like?

Video-3-Select&Sequence

What’s Different?

How does what you just saw differ from the historic way teachers have dealt with student work?

Step 6

Compare and contrast strategies and make mathematical connections (Discourse).

8 Standards for Mathematical Practice

– Make sense of problems and persevere in solving them.– Reason abstractly and quantitatively.– Construct viable arguments and critique the reasoning of

others.– Model with mathematics. – Use appropriate tools strategically.– Attend to precision.– Look for and make use of structure.– Look for and express regularity in repeated reasoning.

What does it look like?

Video-4-Abbreviated-Lesson

What did you see?

What is the teacher doing?What are the students doing?

Other resources

ACTM Newsletter ArticlesAnother Phil Daro videoDan Meyer video

Professional Development

AwarenessStandards for Mathematics PracticeMathematics Content Professional

Development Course Guide (Improving Teacher Specialized Content Knowledge and Knowledge of Content and Students)

Orchestrating Classroom Discourse (Coaching)