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The Five Practices in Practice [High School]

The Five Practices in Practice [High School]
Successfully Orchestrating Mathematics Discussions in Your High School Classroom

First Edition

Foreword by Dan Meyer, NCTM Stock ID: 15989 (back cover)

March 2020 | 280 pages | Corwin

“This book makes the five practices accessible for high school mathematics teachers. Teachers will see themselves and their classrooms throughout the book. High school mathematics departments and teams can use this book as a framework for engaging professional collaboration. I am particularly excited that this book situates the five practices as ambitious and equitable practices.”

Robert Q. Berry, III

NCTM President 2018-2020

Samuel Braley Gray Professor of Mathematics Education, University of Virginia

Take a deeper dive into understanding the five practices—anticipating, monitoring, selecting, sequencing, and connecting—for facilitating productive mathematical conversations in your high school classrooms and learn to apply them with confidence. This follow-up to the modern classic, 5 Practices for Orchestrating Productive Mathematics Discussions, shows the five practices in action in high school classrooms and empowers teachers to be prepared for and overcome the challenges common to orchestrating math discussions.

The chapters unpack the five practices and guide teachers to a deeper understanding of how to use each practice effectively in an inquiry-oriented classroom. This book will help you launch meaningful mathematical discussion through

·         Key questions to set learning goals, identify high-level tasks, anticipate student responses, and develop targeted assessing and advancing questions that jumpstart productive discussion—before class begins

·         Video excerpts from real high school classrooms that vividly illustrate the five practices in action and include built-in opportunities for you to consider effective ways to monitor students’ ideas, and successful approaches for selecting, sequencing, and connecting students’ ideas during instruction

·         “Pause and Consider” prompts that help you reflect on an issue—and, in some cases, draw on your own classroom experience—prior to reading more about it

·         “Linking To Your Own Instruction” sections help you implement the five practices with confidence in your own instruction

The book and companion website provide an array of resources including planning templates, sample lesson plans, completed monitoring tools, and mathematical tasks. Enhance your fluency in the five practices to bring powerful discussions of mathematical concepts to life in your classroom.

List of Video Clips
Foreword – Dan Meyer
About the Authors
Chapter 1: Introduction
The Five Practices in Practice: An Overview
Purpose and Content
Classroom Video Context
Meet the Teachers
Using This Book
Norms for Video Viewing
Getting Started!
Chapter 2: Setting Goals and Selecting Tasks
Part One: Unpacking the Practice: Setting Goals and Selecting Tasks
Specifying the Learning Goal

Identifying a High-Level Task That Aligns With the Goal

Cori Moran’s Attention to Key Questions: Setting Goals and Selecting Tasks

Part Two: Challenges Teachers Face: Setting Goals and Selecting Tasks
Identifying Learning Goals

Identifying a Doing-Mathematics Task

Ensuring Alignment Between Task and Goals

Launching a Task to Ensure Student Access

Chapter 3: Anticipating Student Responses
Part One: Unpacking the Practice: Anticipating Student Responses
Getting Inside the Problem

Planning to Respond to Student Thinking

Planning to Notice Student Thinking

Cori Moran’s Attention to Key Questions: Anticipating

Part Two: Challenges Teachers Face: Anticipating Student Responses
Moving Beyond the Way YOU Solved the Problem

Being Prepared to Help Students Who Cannot Get Started

Creating Questions That Move Students Toward the Mathematical Goal

Chapter 4: Monitoring Student Work
Part One: Unpacking the Practice: Monitoring Student Work
Tracking Student Thinking

Assessing Student Thinking

Advancing Student Thinking

Cori Moran’s Attention to Key Questions: Monitoring

Part Two: Challenges Teachers Face: Monitoring Student Work
Trying to Understand What Students Are Thinking

Keeping Track of Group Progress

Involving All Members of a Group

Chapter 5: Selecting and Sequencing Student Solutions
Part One: Unpacking the Practice: Selecting and Sequencing Student Solutions
Identifying Student Work to Highlight

Purposefully Selecting Individual Presenters

Establishing a Coherent Storyline

Cori Moran’s Attention to Key Questions: Selecting and Sequencing

Part Two: Challenges Teacher Face: Selecting and Sequencing Student Solutions
Selecting Only Solutions Relevant to Learning Goals

Expanding Beyond the Usual Presenters

Deciding What Work to Share When the Majority of Students Were Not Able to Solve the Task

Determining How to Sequence Incorrect and/or Incomplete Solutions

Chapter 6: Connecting Student Solutions
Part One: Unpacking the Practice: Connecting Student Solutions
Connecting Student Work to the Goals of the Lesson

Connecting Different Solutions to Each Other

Cori Moran’s Attention to Key Questions: Connecting

Part Two: Challenges Teachers Face: Connecting Student Responses
Keeping the Entire Class Engaged and Accountable During Individual Presentations

Ensuring That Key Mathematical Ideas are Made Public and Remain the Focus

Making Sure That You Do Not Take Over the Discussion and Do The Explaining

Running Out of Time

Chapter 7: Looking Back and Looking Ahead
Why Use the Five Practices Model
Getting Started with the Five Practices
Plan Lessons Collaboratively

Observe and Debrief Lessons

Reflect on Your Lesson

Video Clubs

Organize a Book Study

Explore Additional Resources

Frequency and Timing of Use of the Five Practices Model
Appendix A—Web-based Resources for Tasks and Lesson Plans
Appendix B—Monitoring Chart
Appendix C—Ms. Moran’s Monitoring Chart
Appendix D—Resources for Holding Students Accountable
Appendix E—Lesson-Planning Template

Margaret (Peg) S. Smith

Margaret (Peg) Smith is a Professor Emerita at University of Pittsburgh. Over the past three decades she has been developing research-based materials for use in the professional development of mathematics teachers. She has coauthored several books including Five Practices for Orchestrating Productive Discussions (with Mary Kay Stein), the middle and high school versions of the Taking Action series (with Melissa Boston, Fredrick Dillon, Stephen Miller, and Lynn Raith), and The 5 Practices in Practice: Successfully Orchestrating Mathematics Discussion in Your Classroom series (with Victoria Bill, Miriam Gameron Sherin, and Michael Steele).... More About Author

Michael D. Steele

Michael D. Steele is a Professor and Chairperson of the Department of Educational Studies in Teachers College at Ball State University. He is a Past President of the Association of Mathematics Teacher Educators, current director-at-large of the National Council of Teachers of Mathematics, and editor of the journal Mathematics Teacher Educator. A former middle and high school mathematics and science teacher, Dr. Steele has worked with preservice secondary mathematics teachers, practicing teachers, administrators, and doctoral students across the country. He has published several books and research articles focused on supporting mathematics... More About Author

Miriam Gamoran Sherin

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ISBN: 9781544321233