13 hands on-activities_buzz_final


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13 hands on-activities_buzz_final

  1. 1. Hands on Activities that Buzz! Amy Serda-King The Learning Buzzamy@thelearningbuzz.com
  2. 2. Musical Meet• On an index card, write your name and email address.• On the reverse side of the index card, reflect on the following questions/sentence stems: – What is academic language? – Give an example/non-example of students engaged in deep discussions about mathematics? – One thing I hope to learn today is…
  3. 3. What to say instead of “I don’t know”• Accountable Conversation Questions –May I please have more information? –Will you please repeat the question? –May I please ask a friend for help? –Will you please rephrase the question? –May I please have some time to think?
  4. 4. Let’s Jump In!IntroductionsWhat is Academic Language & Discourse?Relational UnderstandingExperience Hands on Math ActivitiesTicket Out!
  5. 5. Today is about…“Learning to create multipleclassroom opportunities for studentsto acquire the academic language inthe math classroom throughdiscourse.”
  6. 6. What type of language does a student need to be successful in school? Social Language in L2 Academic Language Proficiency In L2Cummin’s Theory of SLA
  7. 7. Defining Discourse Discourse is described as a way of representing thinking, talking, agreeing and disagreeing. The way ideas are exchanged and what the ideas entail and as being shaped by the tasks in which students engage as well as by the nature of the learning environment. » NCTM Professional Standards, 1991
  8. 8. Relational UnderstandingFocus on relational Focus on understanding instrumental- Multiple links to understanding connect existing - Endless list of conceptual webs to isolated skills, new ideas concepts, rules, and symbols- Knowing what to do - Doing without and why to do it understanding Richard Skemp, 1978
  9. 9. Multiple Representations
  10. 10. • Comparing Whole Numbers in a Conga Line Math Connection
  11. 11. • Who is the tallest person at your table?
  12. 12. COMPARE
  13. 13. Objectives• I can use place value to compare whole numbers.• I can demonstrate listening comprehension by participating in a conga line activity.
  14. 14. Base Ten Blocks
  15. 15. Place ValueOnes
  16. 16. Place Value Tens
  17. 17. Place Value Hundreds
  18. 18. Greater Than >
  19. 19. Less Than <
  20. 20. Vocabulary Alive• Compare• Ones• Tens• Hundreds• Greater than The word is ___ and it• Less than looks like this…
  21. 21. Create the Greatest Number2 6 5
  22. 22. Create the Greatest NumberHundreds Tens Ones 6 5 2
  23. 23. 1) Select three cards2) Create the greatest number using base ten blocks3) Compare your number with a partner and say: My whole number is…4) Raise your hand if you have the Create the greatest number Greatest Number and say: I have the greatest number!
  24. 24. It’s Time to Conga• My whole number is…• I have the greatest number.
  25. 25. Conga Line• Comparing Whole Numbers – Content Objective: • I can use place value to compare whole numbers. – Language Objectives : • I can demonstrate listening comprehension by participating in a conga line activity.
  26. 26. What language opportunities surfaced within the activity?Listening Speaking Reading Writing
  27. 27. Reflection Time
  28. 28. Hands On Math Activities that Buzz!
  29. 29. Math Activity Reflection Math Center Group ReflectionLanguage Skill L, S, R, WWhat languageopportunities surfacedwithin the math activity?What instructionaltechniques wereintegrated within theactivity that supportedstudent discourse?
  30. 30. Questions orComments…
  31. 31. Ticket Out One thing you One thing that isOne thing you are going to try still circlingsquared with around your mind is… is… is…
  32. 32. Thank you for your thinking!!!• Amy Serda-Kingamy@thelearningbuzz.com