Outline
Session #4: Collaboration Within Mathematics
1. Discuss the "Peabody professor says collaborative learning may be key to math instruction" article that was read for homework as a whole-group. (10 min)
Collaboration Between Teachers
2. Read "Planning Pyramid: A framework for planning for diverse students needs during content area instruction" article (45 min)
- Do you think the article has value? Is collaboration in math important?
- With the introduction of Common Core do you think that the CCSS are eliciting more collaboration? Will it be possible to meet the CCSS without using collaboration?
- What are some basic ways to incorporate more collaboration in the mathematics classroom?
- What are the benefits of student collaboration? What are some difficulties you anticipate?
- Should teachers be collaborating? How can we achieve more collaboration with schedules that do not exactly make that easy to do?
Collaboration Between Teachers
2. Read "Planning Pyramid: A framework for planning for diverse students needs during content area instruction" article (45 min)
- Break up into 6 groups, each group taking a section of the article, highlighting key ideas within their section: Intro, Description, Degrees of Learning, Points of Entry, Natalie's Planning, Final Word.
- After groups have completed reading, staff will jigsaw (new groups of six people will be formed with one person from each reading section in a group).
- Staff will share out what they read about in each section and then together they will discuss how they can apply the "Planning Pyramid" into their future math lessons and how it will impact their special education students.
- Time allows for discussion, questions, and/or concerns brought up by staff members. (See author's notes for discussion prompts)
coteachpowerpoint.pptx | |
File Size: | 133 kb |
File Type: | pptx |
Collaboration Between Students
4-1. Brief Slide Show on Classroom Discussions: (15 min) "Classroom Discussions" slide
ii) Recitation vs. discussion
iii) Discussion can increase student learning
iv) Discussion can motivate students
v) Discussion can support teachers in understanding and assessing student thinking
vi) Discussion can shift the mathematical authority to a community
4-3. Video: "Improving Participation With Talk Moves" (8 min)
- What did the teacher do?
- How can this strategy be adapted for the middle school classroom? (ex: Students won't be sitting on a carpet, what will this look like in your room?)
5. Article: "Collaborative-Learning Activities" Handout (3 min)
6. Assessment - "Speed Dating" (35 min)
ii) What is co-teaching?
iii) How can students collaborate?
iv) What are some things that you see your students struggling with in terms of collaborating with other students?
v) What do you anticipate your special education students will struggle with when collaborating in math? How can you help to prevent these struggles?
vi) With math in mind, what are some strategies you can use to get students to be more interactive in heterogeneous groups?
vii) Given a math lesson from the Common Core, how would you engage students in math to be a higher level thinker while still collaborating with peers?
viii) What are some collaboration techniques you already use in your classroom?
ix) As a math teacher (or put yourself into the role of a math teacher), what do you think is the most effective way to co-teach in the math classroom?
x) For students with disabilities, which co-teaching strategy do you feel is best in math class?
xi) Knowing that it is difficult to co-teach on a regular basis due to prep hours, teacher schedules, etc., what ideas do you have to help foster the implementation of co-teaching throughout the school year?
4-1. Brief Slide Show on Classroom Discussions: (15 min) "Classroom Discussions" slide
- Write down one quick way you can use math talk today in your classroom
- Write down one more involved way that you can use math talk in your classroom next week.
- Write down a goal for using math talks in your classrooms on a regular basis next school year
- Break up into groups and read article in sections, each group will choose a reporter to present their main ideas to the whole-group. When reporting out, staff will be asked to address how math discussions can help their special needs learners.
ii) Recitation vs. discussion
iii) Discussion can increase student learning
iv) Discussion can motivate students
v) Discussion can support teachers in understanding and assessing student thinking
vi) Discussion can shift the mathematical authority to a community
4-3. Video: "Improving Participation With Talk Moves" (8 min)
- Watch video
- Discuss what staff noticed:
- What did the teacher do?
- How can this strategy be adapted for the middle school classroom? (ex: Students won't be sitting on a carpet, what will this look like in your room?)
5. Article: "Collaborative-Learning Activities" Handout (3 min)
- Hand out to teachers to be used as a quick-guide resource of activities that elicit collaboration between students
6. Assessment - "Speed Dating" (35 min)
- "Speed Dating" is one of the collaborative learning activities suggested in the quick-guide article previously handed out
- Each staff member will sit across from another staff member in chairs set up in a large circle with an inner circle. Members will rotate clockwise every three minutes with the inner circle people moving while the outer circle people remain in their original seats. Every time staff switches a new question will be posed to the whole group that they will need to discuss with their new partner.
- During this time the presenters will be circling around to prompt staff, ask questions, and check for understanding
- Questions:
ii) What is co-teaching?
iii) How can students collaborate?
iv) What are some things that you see your students struggling with in terms of collaborating with other students?
v) What do you anticipate your special education students will struggle with when collaborating in math? How can you help to prevent these struggles?
vi) With math in mind, what are some strategies you can use to get students to be more interactive in heterogeneous groups?
vii) Given a math lesson from the Common Core, how would you engage students in math to be a higher level thinker while still collaborating with peers?
viii) What are some collaboration techniques you already use in your classroom?
ix) As a math teacher (or put yourself into the role of a math teacher), what do you think is the most effective way to co-teach in the math classroom?
x) For students with disabilities, which co-teaching strategy do you feel is best in math class?
xi) Knowing that it is difficult to co-teach on a regular basis due to prep hours, teacher schedules, etc., what ideas do you have to help foster the implementation of co-teaching throughout the school year?
Rationale
Session #4 is all about collaboration. With the introduction of the Common Core State Standards, students are expected to be able to explain their math ideas and justify their reasoning. Many of our students are not used to this math setup and will struggle through the beginning stages. By incorporating more regular interaction amongst peers in the math classroom, this will foster a better ability for students to be able to explain their thoughts in relation to mathematics. Not only will these practices prepare students for the CCSS, but it will also help them to develop a better understanding of math concepts. The days of memorizing formulas and plugging in numbers are gone! It has become best practice that students must understand what they are doing in math in order to build long term retention and the ability to apply old concepts to new ideas. By collaborating and having math discussions, this understanding of deeper math processes will develop.
Additionally, Session #4 discusses the importance of staff collaboration. Teachers have the frustration of having large class sizes, inclusion, not enough time, etc. By incorporating more co-teaching, teachers are able to reach more learners and provide more individualized attention. When it comes to planning, deciding what all students must know, and what some students will learn, in each lesson will help teachers to differentiate instruction for such a vast level of learners.
Additionally, Session #4 discusses the importance of staff collaboration. Teachers have the frustration of having large class sizes, inclusion, not enough time, etc. By incorporating more co-teaching, teachers are able to reach more learners and provide more individualized attention. When it comes to planning, deciding what all students must know, and what some students will learn, in each lesson will help teachers to differentiate instruction for such a vast level of learners.