Standards of Mathematical Practice and Close Reading
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This document discusses how questioning can help students comprehend math concepts. It begins by noting research showing teachers ask 300-400 questions per day, and that questioning structures the classroom environment and how students learn. The document then discusses how questioning supports the Common Core State Standards for reading and the standards for mathematical practice. It provides examples of "thick" and "thin" questions and an activity where students sort questions. The document also discusses using student discourse and metacognition to support questioning and problem solving. It concludes by asking teachers to identify next steps for applying these questioning strategies.
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Standards of Mathematical Practice and Close Reading
- 1. Using Standards for Mathematical Practice and Close Reading to Help Students Comprehend Math Kimberly Kirk Dawn Little
- 2. Did you know, research shows that the typical teacher asks between 300-400 questions per day? - Leven, T. and Long, R. Questioning plays a critical role in the way instructors structure the class environment, organize the content of the course and has deep implications in the way that students assimilate the information that is presented and discussed in class. - ASKING MORE EFFECTIVE QUESTIONS William F. McComas and Linda Abraham
- 3. Welcome What Standards for Mathematical Practice and College and Career Readiness Anchor Standard for Reading does questioning support ? What questioning strategy can teachers use with students to develop math understanding? How can you encourage students to develop techniques to ask and discuss questions with peers? How does increasing metacognition skills help students to solve problems independently? What are your next steps?
- 4. What College and Career Readiness Anchor Standard for Reading and Standard for Mathematical Practice does questioning support ? CCSS. ELA Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. SMP3: Students construct viable arguments and critique the reasoning of others by asking useful questions to clarify or improve their arguments. College and Career Readiness Anchor Standards for Reading Standards for Mathematical Practice
- 5. Questioning as a Facilitator
- 6. Questioning as a Facilitator At your table, you have an envelope of questions taken from an Illuminations lesson called Fraction Feud: Comparing and Ordering Fractions*. Using the characteristics your table group has decided, work collaboratively to sort the questions into two categories. *Taken from: http://www.illuminations.nctm.org/Lesson.aspx?id=3729
- 7. Questioning as a Facilitator* *Thick Questions Address large, universal concepts or large content areas which require further discussion. Why? How come? I wonder? *Thin Questions Clarify confusion, help understand words, or access objective content. Number response Yes or No Short answers *taken from Strategies that Work by S. Harvey and A. Goudvis
- 9. Using Student Discourse to Support Questioning
- 10. Using student discourse to support questioning Adapted from: Consensus Placemat from The Dynamic Trainer: Perfect Training Every Time, Kagan Publishing
- 11. Using student to student discourse to support questioning Rather than an objective to achieve, mathematics discourse is a process for students to practice. “Promote Problem –Solving Discourse ,” Teaching Children Mathematics, 2010, Vol. 17, No. 1, 32-37.
- 12. Using Metacognitive Strategies to Solve Problems
- 13. Using Metacognitive Strategies to Solve Problems An awareness and understanding of how one thinks and uses strategies during reading
- 14. Using Metacognitive Strategies to Solve Problems
- 15. Using Metacognitive Strategies to Solve Problems
- 16. Time to Share
- 17. What are your next steps? Will you use the three strategies we presented in your classroom or school? How? What presentation method worked well for you? What would you change?
- 18. Find Us Around the Web Kimberly Kirk Kimberly_I_Kirk@mcpsmd.org Twitter: @kkimberly1591 Dawn Little Website: www.dawnlittle.com Twitter: @Dawn_M_Little Dawn_M_Little@mcpsmd.org http://www.slideshare.net/LinkstoLiteracy
Editor's Notes
- Introduce ourselves Name, position, county
- Talking Points: Allow participants to read the quote to set the stage for the session.
- Talking Point: The welcome slide is the agenda. Each question corresponds to a section in the session. Participants should be able to answer the questions by the end of the session. Read through agenda questions. Mention to participants that the questioning techniques can occur independently or simultaneously and not necessarily in the order in which they are presented.
- TalkingPoints: Say, “Our session is focused on Standards for Mathematical Practice and the College and Career Readiness Anchor Standard for Reading shown here. Because questioning is a part of every students’ day, teachers must be thoughtful and deliberate in planning for the type of questions they pose to students and explicitly teach students how to think about their own questions, in order to maximize their learning.”
- [Handouts: Question SORT & Envelope 1 set per table group] Talking Points: Table groups receive one set of question slips from the lesson Participants will work collaboratively to sort the questions into two categories. Participants decide how they want to sort the questions. They will not be told the attributes of Thick and Thin Questions at this time. Allow time for groups to discuss why they placed each question in each category. Ask for a volunteer to share out their thoughts. The intent of the activity is to have participants discuss their thinking about how they categorize each of the questions
- Talking Points: What are some ways that your group sorted your questions? What two categories did your group come up with? Share out. Next display the descriptions presented on the slide. Say: Use the characteristics of thick and thin questions to re-sort if necessary. Say: Thick and Thin questions is a strategy to use to help students differentiate between large global questions and smaller clarification questions. Depending on the type of response that you want will determine the type of question that you use. Both are equally important.
- Talking Points: After sorting, discuss briefly their rationale for placing the questions as either thick or thin. (2 min) The intent of the activity is to have participants discuss their thinking and NOT to provide a right/wrong answer for each questions’ placement Say: As we facilitate questioning, we are not expected to just ask questions of students but we should also expect students to have reasonable evidence to support their responses and their thinking.
- [Handout: Comparing Fractions Student Dialogue, 2 per table group] Taken from: http://mathpractices.edc.org/content/comparing-fractions [Handout: Discourse Placemat, 1 per table group] Talking Points Provide participants with the handout of dialogue and allow them to review the dialogue Provide 3-5 minutes for participants to complete the Discourse Placemat, answering the question: How does discourse help students to develop their own understanding around a concept? Jot down your thoughts and questions Provide time for participants to discuss their understanding, ask questions of each other and provide evidence to each other when answering questions Mention how this could be used as a formative assessment – ask students to put their names in the corner of their box and then you can check for individual understanding and misconceptions as well Note: Consensus Placemat directions are included but do not need to be provided for participants.
- Talking Points: Read the quote to confirm thinking about student discourse. Ask: How does the quote relate to the work we just completed? Brief discussion may occur
- Talking Points: Describe how metacognition is used when students are questioning themselves when solving a problem. Asking questions is a strategy we use to help us understand something. We may ask questions to help us clarify or to deepen our thinking. Go back to thinking about /talking about Thick and Thin Questions. When we are asking ourselves questions, we are using our metacognitive skills. We are thinking about our thinking.
- [Handouts: SMP one sheeter, two per table] Talking Points: Describe how metacognition is used when students are asking questions of themselves when solving a problem. Metacognition is one more piece of the pie Students need knowledge in reading and math, but they also need to know how to think about their thinking, to develop their critical thinking skills Are there other Standards of Mathematical Practice that could relate to metacognition? Participants will have copies of the SMP on the table to refer to
- [Handouts: Poster displaying problem from Fraction Feud: Comparing and Ordering Fractions] Talking Points: Provide each table group with a problem from the Illuminations lesson and allow them to write questions on the poster paper about the problem. Vow of silence – a silent conversation Provide 3-5 minutes for participants to jot down their own individual questions they have about the problem State: This is your opportunity to think about your own thinking. Put your metacognition into action. Ask, What do you notice? What do you wonder? What do you need clarified? would like to see a combination of thick and thin questions Participants can answer other questions as well as use them as springboards to write additional questions, but can not talk about them at this time
- Talking Points: After completing the questions on the poster activity, discuss the process used to develop questions The intent of the activity is to have participants develop questions around a math problem, to have them slow down and think about their own thinking. This could lead to another opportunity for discussion if you so choose You could also choose to have the students complete the problem and then write questions they have as they complete it.
- Talking Points: Ask the question on the slide and get responses from participants on exit cards. Thank participants for attending the session.