Beruflich Dokumente
Kultur Dokumente
http://bit.ly/slowmathmp78
Who’s in the room?
● Name
● Building/Location
● Course(s)
Kelemanik, Grace, Amy Lucenta, Susan Janssen. Creighton, and Magdalene Lampert.Routines for Reasoning: Fostering the Mathematical
Practices in All Students. Portsmouth, NH: Heinemann, 2016. Print.
Add a reflective pause because our
extroverts need to learn to listen.
Our introverts need to learn to talk.
A. |x–1|–1
B. |x+1|+1
C. |1–x|+1
D. |x–1|+1
A. |x–1|–1
B. |x+1|+1
C. |1–x|+1
D. |x–1|+1
x2+14x+49=51+49
(x+7)2=100
NFL. “Odell Beckham Jr. Makes Catch of the Year! | NFL.” YouTube, YouTube, 24 Jan. 2015,
www.youtube.com/watch?v=zxbz3DDQzHU.
Question
Odell Beckham Jr.
Pre-game Practice | NFL
bit.ly/ccsssmp
SMP 7: I can look for and
make use of structure.
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
SMP 7: I can look for and
make use of structure.
m p la t e, t h e n
Conte
calculate
Visualize – Verbalize
–
@jgough
Verify
Contemplate then Calculate Primer, BPE Boston Teacher Residency.
Look before you leap, Gail Burrill
Visualize, Verbalize, Verify, H/T Jules Bonine-Ducharme
Which shaded region is larger? Explain your reasoning.
Illustrative Mathematics
brilliant.org
https://brilliant.org/100day/day72/
What is the area of the blue figure?
Carved Triangles
brilliant.org
https://brilliant.org/100day/day37/
https://brilliant.org/100day/day33/
https://brilliant.org/100day/day72/ What is the area of the blue figure?
Carved Triangles
brilliant.org
https://brilliant.org/100day/day37/
The First Rule of Octagon Club
is Don’t Talk about Octagon Club
brirlliant.org
https://brilliant.org/100day/day33/
The First Rule of Octagon Club
is Don’t Talk about Octagon Club
brilliant.org
https://brilliant.org/100day/day72/
One-handed Catch and Ray Lewis TD Dance
Odell Beckham Jr.
BreedingEntrtainment. “Odell Beckham One Handed Catch Pregame Routine. And Ray Lewis TD Dance
Celebration. Awesome!!!” YouTube, YouTube, 14 Dec. 2015, www.youtube.com/watch?v=UigHzEIG_F4.
Research on expertise suggests the
importance of providing students
with learning experiences that
specifically enhance their abilities
to recognize meaningful patterns of
information.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2001). How people learn: Brain, mind, experience and school. Washington, D.C.: National
Academy Press.
Grade 7, Unit 1, Lesson 10 Algebra Talk: Solve Each Equation
Illustrative Mathematics
6–8 Math
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
Student Expectations
Visible Learning for Mathematics
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. 35). SAGE Publications.
Kindle Edition.
MathNspired: Exploring the Equation of a Circle
MathNspired: Exploring the Equation of a Circle
MathNspired: Exploring the Equation of a Circle
Using multiple representations in
instructional materials can facilitate
self-explanations. Thus, if you have
students self-explain a certain concept
or procedure, try to include diagrams
or technology-enhanced
representations like simulations to
help students generate
self-explanations and learn with
understanding.
Chiu, J. and Chi, M. (2014). Supporting self-explanation in the classroom. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.). Applying science
of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site:
http://teachpsych.org/ebooks/asle2014/index.php
MathNspired: Exploring the Equation of a Circle
Although solving a problem could be
a measure of some kind of transfer of
the conceptual knowledge,
conceptual items should be included
if one is interested in the direct
impact of self-explaining.
~Jennifer L. Chiu, Michelene T.H. Chi
Chiu, J. and Chi, M. (2014). Supporting self-explanation in the classroom. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.). Applying science
of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site:
http://teachpsych.org/ebooks/asle2014/index.php
Prentice Hall Geometry Section 12-5, Circles in the Coordinate Plane, page 798 from Pearson Education.
Mathematics Assessment Project: Circles of Equations 1. Retrieved from http://map.mathshell.org/lessons.php?unit=9350&collection=8
Multiple studies show that including
incorrect solutions or examples in
study materials can be particularly
helpful for learning with
self-explanation: recognize gaps in
understanding or repair faulty
information, whereas explaining
correct examples may be more likely
to reaffirm students' existing
understanding.
~Jennifer L. Chiu, Michelene T.H. Chi
Chiu, J. and Chi, M. (2014). Supporting self-explanation in the classroom. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.). Applying science
of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site:
http://teachpsych.org/ebooks/asle2014/index.php
Prentice Hall Geometry from Pearson Education
What's My Rule?, TI
Blue Point Rule, desmos
What's My Rule?, TI
Blue Point Rule, desmos
What's My Rule?, TI
Blue Point Rule, desmos
Labeling Tick Marks on a Number Line
Grade 8, Unit 7, Lesson 10
Illustrative Mathematics
6–8 Math
Harris, P. W. & Imm, K. L. (2017). Algebra Problem Strings. Dubuque, IA: Kendall Hunt Publishing Company.
Problem String
Pam Harris
Harris, P. W. & Imm, K. L. (2017). Algebra Problem Strings. Dubuque, IA: Kendall Hunt Publishing Company.
Problem String
Pam Harris
Harris, P. W. & Imm, K. L. (2017). Algebra Problem Strings. Dubuque, IA: Kendall Hunt Publishing Company.
Problem String
Pam Harris
Harris, P. W. & Imm, K. L. (2017). Algebra Problem Strings. Dubuque, IA: Kendall Hunt Publishing Company.
Deep practice is built on a paradox:
struggling in certain targeted ways
— operating at the edges of your
ability, where you make mistakes
— makes you smarter.
~Daniel Coyle
Coyle, Daniel (2009). The Talent Code: Greatness Isn't Born. It's Grown. Here's How. (p. 18). Random House, Inc. Kindle
Edition.
Or to put it a slightly different way,
experiences where you’re forced to
slow down, make errors, and
correct them —as you would if you
were walking up an ice-covered
hill, slipping and stumbling as you
go— end up making you swift and
graceful without your realizing it.
~Daniel Coyle
Coyle, Daniel (2009). The Talent Code: Greatness Isn't Born. It's Grown. Here's How. (p. 18). Random House, Inc. Kindle
Edition.
Learning Mode Poster
http://bit.ly/slowmathmp78