negreirosfmpstoryboard

Inspiration for this document: Maricopa Community College. http://www.mcli.dist.maricopa.edu/authoring/studio/index.html

Video Storyboard

Name of video:

Facilitating Meaningful

Mathematical Discourse

Description of this scene:

Title Page

Screen 1 of 13

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Black and White (Canva)

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White/Glegoo (Canva)/42

pt.

Actual text:



Speech bubble: Canva

Narration:

I will record audio of

myself welcoming

participants to the

leaning module.

Audio:

Transition to next clip: “push” Microsoft PowerPoint

Animation: na

Audience Interaction: na

Screen size: 4:3


Video Storyboard

Name of video:




Learning Outcome

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Body: White/Arial/28 pt.

Actual text:

Learning Outcome:

Participants will gain a

working knowledge of

strategies for facilitating

meaningful mathematical

discourse.

Speech bubble: Canva

Narration:


myself explaining the

learning outcome of the

module.

Audio:


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Screen size: 4:3


Video Storyboard

Name of video:




Explanation of Mathematical Discourse

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Black


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Body: Black/Arial/28 pt.

Actual text:

Effective teaching of

mathematics facilitates

discourse among students

to build shared

understanding of

mathematical ideas by

analyzing and

comparing student

approaches and

arguments.

Shape: Canva

Narration:


myself explaining

mathematical discourse

Audio:


Animation: na


Screen size: 4:3


Video Storyboard

Name of video:




Illustration of Mathematical Discourse (video)

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Black


na

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na

Narration:


myself introducing the

video. I will instruct the

viewer to take note of

the teacher actions and

student actions

throughout the video

segment.

Video: Classroom

Segment from Carpenter

et al., (1999), Children’s

Mathematics


Animation: na

Audience Interaction: press play to view the video; take note of the teacher actions and student actions throughout the video

segment

Screen size: 4:3


Video Storyboard

Name of video:




Explanation of the importance of Mathematical

Discourse Screen 5 of 13

Background:

Black



(Canva)/ 42 pt.


Actual text:

Why is Mathematical

Discourse Important?

“Students who learn to

articulate and justify their

own mathematical ideas,

reason through their own

and others’ mathematical

explanations, and provide

a rationale for their

answers develop a deep

understanding that is

critical to their future

success in mathematics

and related fields.”

(Carpenter, Franke, and

Levi 2003, p. 6)

Shape: Canva

Narration:


myself explaining the

importance of

mathematical discourse

Audio:


Animation: na


Screen size: 4:3


Video Storyboard

Name of video:




Explanation of the 5 Practices for Orchestrating

Productive Mathematical Discussions Screen 6 of 13

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(Canva)/ 40 pt.


Actual text:

5 Practices for

Orchestrating Productive

Mathematical Discussions

1. Anticipating

2. Monitoring

3. Selecting

4. Sequencing

5. Connecting

Shape: Canva

Narration:


myself explaining the use

of the 5 Practices for

Orchestrating Productive

Mathematical Discussions

to Facilitate Meaningful

Mathematics Discourse

Audio:


Animation: na


Screen size: 4:3


Video Storyboard

Name of video:




Explanation of Practice 1: Anticipating

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(Canva)/ 42 pt.


Actual text:

Anticipating

Involves carefully

considering:

-what strategies students

are likely to use to

approach or solve a

challenging mathematical

task

-how to respond to the

work that students are

likely to produce

-which student strategies

are likely to be most useful

in addressing the

mathematics to be learned

Shape: Canva

Narration:


myself explaining

Practice 1: Anticipating

Audio:


Animation: na


Screen size: 4:3


Video Storyboard

Name of video:




Explanation of Practice 2: Monitoring

Screen 8 of 13

Background:

Black



(Canva)/ 42 pt.


Actual text:

Monitoring

Involves:

-Paying close attention to

students’ mathematical

thinking and solution

strategies as they work on

a task

-Asking questions that will

make students thinking

visible, help students

clarify their thinking , and

ensure that members of

the group are all engaged

in the activity

Shape: Canva

Narration:


myself explaining

Practice 2: Monitoring.

Audio:


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Screen size: 4:3


Video Storyboard

Name of video:




Explanation of Practice 3: Selecting

Screen 9 of 13

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Black



(Canva)/ 42 pt.


Actual text:

Selecting

-Involves selecting

particular students to

share their work with the

rest of the class.

-The selection of particular

students and their

solutions is guided by the

mathematical goal for the

lesson.

Shape: Canva

Narration:


myself explaining

Practice 3: Selecting.

Audio:


Animation: na


Screen size: 4:3


Video Storyboard

Name of video:




Explanation of Practice 4: Sequencing

Screen 10 of 13

Background:

Black



(Canva)/ 42 pt.


Actual text:

Sequencing

-Involves making

purposeful choices about

the order in which

students’ work is shared.

-The goal is to have

students’ presentations

build on one another to

develop powerful

mathematical ideas.

Shape: Canva

Narration:


myself explaining

Practice 4: Sequencing.

Audio:


Animation: na


Screen size: 4:3


Video Storyboard

Name of video:




Explanation of Practice 5: Connecting

Screen 11 of 13

Background:

Black



(Canva)/ 42 pt.


Actual text:

Connecting

-The teacher helps

students draw connections

between their solutions

and other students’

solutions as well as the key

mathematical ideas of the

lesson

-The teacher also helps

students make judgments

about the consequences of

different approaches.

Shape: Canva

Narration:


myself explaining

Practice 5: Connecting.

Audio:


Animation: na


Screen size: 4:3


Video Storyboard

Name of video:




Ensuring Active Thinking & Participation

Screen 12 of 13

Background:

Black



(Canva)/ 42 pt.


Actual text:

Ensuring Active Thinking &

Participation

-Asking Good Questions

-Holding students

Accountable

Talk Moves

Prompting Students for

Further Participation

Wait Time

Shape: Canva

Narration:


myself explaining

strategies for ensuring

active thinking and

participation while

facilitating meaningful

mathematical discourse.

Audio:


Animation: na


Screen size: 4:3


Video Storyboard

Name of video:




Credits

Screen 13 of 13

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Actual text:

Credits

Carpenter, T. P., Fennema, E.,

Franke, M. L., Levi, L., & Empson,

S. B. (1999). Children’s

mathematics: Cognitively guided

instruction. Portsmouth, NH:

Heinemann.

National Council for Teachers of

Mathematics. (2014). Principles to

actions: Ensuring mathematical

success for all. Reston, VA: The


Mathematics, Inc.

Smith, M. S. & Stein, M. K. (2011).

5 practices for orchestrating

productive mathematics

discussions. Reston, VA: The


Mathematics, Inc.

Shape: Canva

Narration:

Audio:

Music will play as the

credits roll on the last

page.


Animation: na


Screen size: 4:3

negreirosfmpstoryboard

Education

mathematical explanations

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maricopa community college

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