What Does This Look Like in the Classroom

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What Does This Look Like in the Classroom?
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Student Discussion of StrategiesTeaching Problem
Solving in Mathematics, p 302-309 TCM

• Putting the solution process into words deepens
  understanding of mathematics by requiring
  children to organize and clarify their thinking
  as they attempt to communicate their ideas
  clearly and completely.
• Children can compare all the different solutions
  that their classmates have shared and examine how
  they are the same or different.

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The Teachers Role In DiscourseNCTM 1991 p.
35Is A Rectangle a Square? January 2004 Teaching
Children Mathematics p 258-263

• Posing questions and tasks that elicit, engage,
  and challenge each students thinking
• Listening carefully to students ideas
• Asking students to clarify and justify their
  ideas orally and in writing

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Teachers Role

• Deciding what to pursue in depth from among the
  ideas that students bring up during a discussion
• Deciding when and how to attach mathematical
  notation and language to students ideas

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Teachers Role

• Deciding when to provide information, when to
  clarify an issue, when to model, when to lead,
  and when to let a student struggle with a
  difficulty
• Monitoring students participation in discussions
  and deciding when and how to encourage each
  student to participate.

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Learning to read is critical to a childs overall
well-being. If a youngster does not learn to read
in a literacy-driven society, hope for a
fulfilling, productive life diminishes.

• G. Reid Lyon, 2001

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In a NAEP survey, half of the 9, 13, and 17 year
old students reported reading 10 pages or less
each day.

• 36 of the 9 yr olds, 48 of the 13 yr olds, and
  39 of the 17yr olds watched 3-5 hours of T.V.
  per day.
• National Center for Educational Statistics, 1997

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• Reading is to the mind, what exercise is to the
  body. J. Addison

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Two issues

• Using picture books to improve understanding of
  mathematics
• Improving Reading Comprehension
• Reading, learning and understanding math concepts
  ASCD and McREL resources

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Why Use Picture Books in Your Classroom

• Using books to improve learning and understanding
• Engage emotion to move concepts to long term
  memory
• Brings back fond memories of being read to in
  elementary.
• Appeal to the kid in all of us.

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Why Use Picture Books in Your Classroom

• Encourage students to think differently about a
  topic
• Encourage creative approaches and views
• Improve and increase student motivation

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Why Use Picture Books in Your Classroom

• Make connections within mathematics and between
  mathematics and the real world
• Present in a way that students will remember
• Brain based learning
• See mathematics in a different light, spark
  enthusiasm.

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How to use books

• Use as a jumping point for a writing assignment
• Choose a mathematician, research and prepare a
  short oral or written report.
• Write about feelings concerning math using Math
  Curse
• Summarize the story and explain the related
  mathematics.
• Write sequels or prequels based on the
  mathematical story line
• Create a math picture book

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Teach a variety of formats for note taking
(informal outline, webbing, combo)
Some visual depiction
Informal Outline of notes
Summary statements about the information
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Paper Folding for Notes

• Creating a small book (handout)
• Off set pages to create flip chart
• Folding paper into 4ths and inserting colored
  paper
• Tearing end to make binder.

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To What Do You Attribute Your Success?

• Ability
• Effort
• Other People
• Luck

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Effort leads to Achievement

• Not all students realize the importance of
  believing in effort.
• Students can learn to change their beliefs to an
  emphasis on effort.
• Teachers need to make sure they explicitly teach
  and exemplify the connection between effort and
  achievement.

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Effort Rubric

• 4--I worked on the task until it was completed.
  I pushed myself to continue working on the task
  even when difficulties arose or a solution was
  not immediately evident. I viewed difficulties
  that arose as opportunities to strengthen my
  understanding.
• P 52 Classroom Instruction That Works

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Effort Rubric

• 3I worked on the task until it was completed. I
  pushed myself to continue working on the task
  even when difficulties arose or a solution was
  not immediately evident.
• 2I put some effort into the task, but I stopped
  working when difficulties arose.
• 1I put very little effort into the task.

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Achievement Rubric

• 5I did much better on the task than I expected.
  
• 4I did better than expected on the task.
• 3I did what I expected the task
• 2I did less than I expected on the task.
• 1I did much less than expected on the task.

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Picture Book CornerNATM newsletter each
monthand on my web page

• If You Made A Million by David Schwartz
• Math Curse written by Jon Scieszka and Lane Smith
• The Little Engine That Could by Watty Piper
• The Dot by Peter Reynolds

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Activity for Schwartz Books

• Comment on the fact that you will explore
• Exploration or test plan
• Describe your test or exploration and how you did
  it. Include any problems you encountered and how
  you solved them.