Creating Math Arg 5_1_15 *pubilc
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This document discusses strategies for helping students construct mathematical arguments and critique the reasoning of others. It introduces the idea of having students determine whether mathematical statements are always, sometimes, or never true and provide arguments to support their categorization. Video examples show students attempting to prove statements about addition and the equal sign. The document suggests moves like examples, counterexamples, and describing concepts without numbers that help build convincing arguments. It encourages teachers to have students practice these argument skills and reflects on how the strategies support mathematical standards and practices.
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This is my powerpoint presentation from the 2012 ITC National Conference in Long Beach, CA on eLearning. The presentation was titled, "How'd You Do That? Tips and Tricks that might account for my 95% retention rate. ºÝºÝߣs have more data on them then I'd like, but I tried to provide you with just the right amount of information to match what I talked about in the presentation itself. Thanks!Questioning Techniques
Questioning TechniquesPaul Redford
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1. The document discusses effective questioning techniques to encourage learner progress, including assessing current strategies, understanding educational theory, and creating tailored strategies.
2. Five recommended questioning strategies are described: pose-pause-pounce-bounce, Socratic questioning, "if this is the answer, what is the question?", the picture round, and the 5 whys.
3. Socratic questioning involves 6 steps to create critical thinking by challenging assumptions, requiring evidence, considering other perspectives, examining consequences, and questioning the question. The 5 whys technique helps understand root causes of problems by repeatedly asking why.Kids in the driver's seat
Kids in the driver's seatHattiemakes3
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Using Continuous Improvement tools, such as mission statements, plus/deltas, and the Plan, Do, Study, Act cycle, you can engage and empower students to "get in the driver's seat" and take charge of their own learning. This presentation equips you with tools that will help improve learning results and student accountability, as well as nurture a learning environment that thrives on continuous improvement. Earcos afl.session.oct 31
Earcos afl.session.oct 31Faye Brownlie
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This document discusses key concepts of assessment for learning (AFL) that administrators need to understand to support teachers. It defines AFL and assessment of learning, identifies six big AFL practices including learning intentions, criteria, descriptive feedback, questioning, self and peer assessment, and ownership. Examples are provided for each practice showing how teachers have implemented them in the classroom. The document emphasizes that AFL should be ongoing and inform teaching and learning, while assessment of learning happens at the end to measure achievement. It aims to help administrators determine next steps to further support teachers in using AFL.PR 2 Chapter 3.pptx
PR 2 Chapter 3.pptxLeahMaeTabosares
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This document discusses research methods and instrument design. It covers sampling procedures, data gathering, research instruments, and statistical analysis. It focuses on questionnaire design, providing tips for writing clear, unbiased questions. These tips include using simple language, short questions, common terms, and scales. The document emphasizes pretesting questionnaires to identify issues before full data collection.Leslie cooley
Leslie cooleyECCSymposium
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This document discusses solution-focused consulting strategies for working with students. It emphasizes that consulting aims to create change through exploration of solutions, rather than discipline which focuses on consequences. The solution-focused approach assumes that students have capabilities and that change is always happening. It focuses conversations on student strengths, exceptions to problems, and desired futures rather than analyzing problems. Effective consulting questions from this approach are curious, respectful, and future-oriented rather than blaming. Examples show how reframing typical questions can shift focus to solutions.Writing across the Curriculum - Middle/Senior Years, MRCL
Writing across the Curriculum - Middle/Senior Years, MRCLFaye Brownlie
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First of three days for MRLC. Establishing a classroom where writing is integral and accessible for all students. Beginning to build criteria with students. Writing with different purposes in mind. Revisiting writing process. Several strategies shared.Tips and Tricks for Online Engagement & Retention
Tips and Tricks for Online Engagement & Retentionkfrisch
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This document provides tips from an instructor, Kari Frisch, for teaching online courses effectively. Some of the key tips mentioned include: having students post discussion questions weekly to foster community; using consistent assignment schedules, due dates, and formats to keep students organized; incorporating a variety of assignment types to engage different learner types; using surveys to assess student learning and evaluate course effectiveness; and promoting respectful communication in feedback. The instructor gives many examples of how they have implemented these tips in their own online courses.Effective questioning - abridged version
Effective questioning - abridged versionwcctlc
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An abridged version of the staff training resource delivered at West Cheshire College in summer 2015. The full set of slides plus accompanying resources can be found at http://mycourse.west-cheshire.ac.uk/teacherstoolkit/?page_id=666Assessment in education how to writing a question
Assessment in education how to writing a questionthuytangTngThThy
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Effective questioning is at the heart of teaching and learning. Teachers should use a variety of questioning approaches, including closed and open questions, to check understanding, stimulate thinking, and promote discussion. Questions should be linked to learning outcomes and success criteria. It is important to allow wait time after asking questions and encourage responses from all students. Using Bloom's Taxonomy can help teachers ask questions that promote higher-order thinking skills.Engage with Assessment (Jo Szoke - IATEFL 2022)
Engage with Assessment (Jo Szoke - IATEFL 2022)Joanna Sz?ke
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When we think of student engagement, it¡¯s usually games and exciting activities that come to mind. No wonder why because as Barkley (2010, pp. xi-xii) puts it ¡°competing for the attention of our students and engaging them in meaningful learning is a profound and ongoing challenge,¡± and games tend to always save the day. But how can we provide meaningful learning as well as an enjoyable experience? Assessment is perhaps not something you would instantly think of since most of us believe it is always teacher-focused and students simply suffer it through. But testing is not the only way to find out more about our students¡¯ knowledge and progress. There are plenty of formative assessment techniques that are less intimidating and more informative than a simple test. Moreover, if we involve our students in the assessment and feedback process by giving them the opportunity to evaluate themselves and each other, you can lay the grounds for a more successful learning journey that engages your teenage students at the same time. In this practical workshop, I will demonstrate different formative assessment activities that can boost your students¡¯ engagement and improve their learning competencies, such as critical thinking, learning to learn, communication, and collaboration. After each demo activity, we are going to think through which competencies the particular activity develops and how it engages students. There will also be room for further discussion on how these tasks can be tailored to your own context.Itc15 reflectingonretention
Itc15 reflectingonretentionmnkaleidoscope
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This document provides tips from Kari Frisch, a communication instructor, on strategies she uses to improve student retention in her online courses. Some of the key tips include:
- Releasing course materials on a weekly basis to avoid overwhelming students.
- Sending personalized weekly notes to students to build community and immediacy.
- Using icebreakers, discussion questions, and collaborative assignments to connect students.
- Providing a clear assignment schedule in a table format with due dates, points possible, and learning objectives.
- Having consistent due dates and policies to establish routines for students.
- Incorporating a variety of activities and assignments to engage different learning styles.April.Prince Rupert.gr.3 5
April.Prince Rupert.gr.3 5Faye Brownlie
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An afternoon follow-up session after classroom demonstration. Strategies for all learners: power paragraphs, descriptive feedback and oral language with tesselations in math, questioning from pictures.How to run effective Group Work
How to run effective Group WorkJames Mannion
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The document discusses effective group work in classrooms. It acknowledges that research shows mixed results for group work, but identifies two key conditions for effectiveness: group goals and individual accountability. The document also discusses different types of classroom talk (disputational, cumulative, exploratory) and emphasizes establishing ground rules to encourage more exploratory talk. It provides examples of ground rules and tips for implementing them, such as involving students in creating the rules and practicing different discussion structures.
Creating Math Arg 5_1_15 *pubilc
- 1. Constructing Mathematical Arguments Jana Banks Karen Brown Lucy Marincel
- 2. Purpose - Students were explaining their thinking but it felt like something was missing. - How can we support students to push past the word ¡°efficient?¡±
- 3. Purpose ? What could help students construct viable arguments and critique the reasoning of others (SMP.3)? ? How can we make the ¡°prove it¡± more natural?
- 5. Mathematical Statements ? Statements we tried on: ¨C When you add, you can take an amount from one addend and give it to the other without changing the sum. ¨C The equal sign means the answer comes next. ? As you watch these videos, think: ¨C How are students trying to prove their thinking? ¨C What student moves support SMP.3?
- 6. When you add, you can take an amount from one addend and give it to the other without changing the sum. *Audio clips of students have been removed.
- 7. When you add, you can take an amount from one addend and give it to the other without changing the sum. *Audio clips of students have been removed.
- 8. Modeling of an Argument The equal sign means the answer comes next. What do you notice? Wonder?
- 9. Supporting SMP.3 ? How are students trying to prove their thinking ? What student moves support SMP.3? ? A few moves our students have already combed out that help convince others: ¨C Examples ¨C Counterexamples ¨C Describe what is happening without using numbers ¨C Background information ? Other thoughts?
- 10. Try it out! ? Please choose geometry and/or fractions. The point isn¡¯t to rush but to develop rich arguments and try to convince your partner if and when you disagree. ? Work with a partner and decide where to tape your statement. ? Feel free to write all over your paper! ? Note: This work is messy! We may not know if we are right or wrong.
- 11. Think back to standards ? How does this work support SMP.3? ¨C Create viable arguments and critique the reasoning of others. ? How does this work support SMP.4? ¨C Model with mathematics. ? How does this work support SMP.7? ¨C Look for and make use of structure.
- 12. Teachers as Learners ? How did this feel? ? What struggles did you have? ? What statements were tricky? Easy? ? What helped you to support your opinion?
- 13. Reflections ? How could this be used in your classroom? ? What are you excited about? ? What did you notice about your own thinking? ? What did you notice about your partner¡¯s argument? ? What are you still wondering about? ? What are you curious about? ? Can this concept be used in other content areas?
- 14. Resources ? There is a crowd-sourced list on Google Drive of Elementary Always, Sometimes, Never statements. I can share with you! ? Includes resources of how other teachers are implementing this work in their classrooms. ? Jana Banks ? Karen Brown ¨C karen.brown.dcps.4@gmail.com (send emails here for resources) ¨C Twitter: @kiby33 ? Lucy Marincel