creating a classroom culture of confident problem solving presentation at palm springs 10/24/14 jim...
TRANSCRIPT
CREATING A CLASSROOM CULTURE OF CONFIDENT
PROBLEM SOLVING
Presentation at Palm Springs 10/24/14
Take a minute to think about, and then be ready to share with the others at your table:
Name School District Something you are doing in
implementing CCSS-M One thing you hope to learn today
Introductions
3
Deepen understanding of a growth mindset and identify some ways we might develop it
Engage in hands-on classroom activities for grades 7-11 Special thanks to Sherry Fraser and the
Interactive Mathematics Program Special thanks also to Carol Dweck and
Mindsetworks
Workshop Goals
4
ATP Administrator Training - Module 1 – MS/HS Math
Workshop Norms
1. Bring and assume best intentions.
2. Step up, step back.
3. Be respectful, and solutions oriented.
4. Turn off (or mute) electronic devices.
Never Tell An Answer
Please remember the enormous responsibility we all have as learners not to spoil anybody else’s fun.
The quickest way to spoil someone else’s fun is to tell them an answer before they have a chance to discover it themselves.
Susan Pirie
Diagonals Illuminated
Please complete “Diagonals Illuminated” Which Math Practices are being used in
this activity?
Part 1: Standards for
Mathematical Practice
8
1. Make sense of problems and persevere in solving them2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reasoning of
others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated reasoning
2011 © CA County Superintendents Educational Services Association
Diagonals Illuminated
Please complete “Diagonals Illuminated” Which Math Practices are being used in
this activity? How is this different from the way this
material is typically presented?
Cultural Perceptions About Math
Please read “Struggle for Smarts? …” by Alix Speigel How does this resonate with your
experience with students and parents? How would you respond to the question,
“What does it mean to know and do math?” How would students typically respond to
the same question? How would parents typically respond?
The Math Virus Dan Meyer in “Math Class Needs a
Makeover” identified 5 elements of a very prevalent and destructive math virus: Lack of initiative Lack of perseverance Lack of retention Aversion to word problems Eagerness for formulas
Few math students in US do not exhibit at least 2 or 3 of these features!
How Do We Address The Problem?
Need to change the 2 cultural issues already identified: Underlying perceptions about ability Underlying perceptions about math
Mindset – Carol Dweck
Factors Contributing to a Fixed Mindset (from Jo
Boaler)
The Causes
Societal beliefs and expectations Stereotypes
Grouping Norm setting Tasks assigned Questions asked Grading and feedback How we deal with mistakes
Introducing a New Topic How do we provide students an introduction
to a new topic? Please do “Victory Celebration”
Imagine that you are a student who has very little if any knowledge of quadratic functions
What would you think students would in fact be able to do?
How do we traditionally introduce new topics? What message are we sending students when
we introduce a topic with a problem?
Extending the Topic
Please look at “Pens and Corrals in Vertex Form” and “A Big Enough Corral” What is the math being done here? How is it similar to, and different from,
many Algebra textbooks? Be careful with the message to students,
parents, and other teachers!
Looking at Linear Functions Please do “A Special Show” and then “Keeping
Track of Sugar” What math do students need to know in order to
be able to do the work? Where and how would you see students
struggling? Could we use a series of these activities to lead
students to an understanding of “y = mx + b”? Now look at “All Four, One – Linear Functions”
What is the understanding students will be developing and displaying?
Promoting a Growth Mindset
How do the kinds of tasks and questions that have been posed today support the development of a Growth Mindset?
What kind of feedback do we provide? How do we deal with mistakes in the
classroom? How do we help students learn to
engage in “productive struggle?” Please enjoy these resources!
Websites with Resources
Growth Mindset: Mindsetworks.org
Math Tasks and Ideas: Blog.mrmeyer.com Youcubed.org Map.mathshell.org Insidemathematics.org
Interactive Mathematics Program Iat.com/courses/mathematics
Evaluations
Thank you for attending this section Please take a moment to provide
feedback on the session per the next two slides
Suggestions for improvement are welcomed!
0 1 2 3
Send your text message to this Phone Number: 37607
Strongly Disagree
Strongly Agree
Disagree Agree
Speaker was well-prepared and
knowledgeable (0-3)
Speaker was engaging and an effective presenter (0-3)
Session matched title and description in
program book (0-3)
Other comments, suggestions, or
feedback (words)
___ ___ ___ ___________ _______
Example: XXXXX 323 Great session!
5 digit poll code
for this session
(no spaces)
Non-Example: XXXXX 3 2 3 Great session!
(1 space) (1 space)
Non-Example: XXXXX3-2-3Great session!
0 1 2 3
Send your text message to this Phone Number: 37607
Strongly Disagree
Strongly Agree
Disagree Agree
Speaker was well-prepared and
knowledgeable (0-3)
Speaker was engaging and an effective presenter (0-3)
Session matched title and description in
program book (0-3)
Other comments, suggestions, or
feedback (words)
___ ___ ___ ___________ 44267
Example: 44267 323 Great session!
5 digit poll code
for this session
(no spaces)
Non-Example: 38102 3 2 3 Great session!
(1 space) (1 space)
Non-Example: 381023-2-3Great session!