Bridging Classroom Culture to Content in Secondary Mathematics Juliana Tapper tapperj@esuhsd.org @mrs_jtap
Introductions Who am I? ● Animo Watts College Preparatory Academy, South Central Los Angeles: Algebra 1 and Math Support ● Yerba Buena High School, East San Jose: Algebra 1, Math Support, CAHSEE Prep, remedial Algebra 1, Math 180 ● East Side Union High School District: Instructional Coach ● Current: East Side Union High School District - Math TOSA
Introductions Who are we? ● Elementary teachers? ● Middle School teachers? ● High School Teachers? ● 1st year teaching? ● 2nd year teaching? ● 3-5 years teaching? ● Public school? ● Private school? ● Charter school?
Agenda ● Defining classroom culture ● Discussing unique difficulties of integrating classroom culture into content with mathematics ● Bridge 1: WODB to Math Talks ● Bridge 2: Classmate introductions to showing your math work ● Planning time ● Conclusion
Objectives ● Deepen understanding of what classroom culture means. ● Explore the importance and power of building a positive classroom culture in the secondary mathematics classroom. ● Learn 2 strategies to bridge a particular classroom culture building strategy with a math content strategy.
Mini Mathography Take 3 minutes to think and write about the following: ● What made you want to teach mathematics? ● What was your experience as a math student in school? ● Which of the following do you identify with more: ○ Math classes have mostly been easy for me ○ Math classes have been difficult for me at times
My Mini Mathography I wanted to teach math because as a tutor I enjoyed helping students with their math homework. I didn’t “love” math, but I like how predictable it is. I knew I wanted to be a teacher before I wanted to be a math teacher. As a math student, math was hard for me. I had a tutor that called me stupid in elementary school and that turned me off from math. Middle school was difficult because my mom pushed me into honors classes that I wasn’t ready for. In high school I had some great teachers who helped me feel comfortable in math class again.
Mini Mathography: Pair Share Find a partner, introduce yourself, and share your responses. Each partner will have 1 minute to speak. ● What made you want to teach mathematics? ● What was your experience as a math student in school? ● Which of the following do you identify with more: ○ Math classes have mostly been easy for me ○ Math classes have been difficult for me at times
Mini Mathography: Group Share Did you and your partner have any similarities? Did you have any stark differences you want to share with the group? ● What made you want to teach mathematics? ● What was your experience as a math student in school? ● Which of the following do you identify with more: ○ Math classes have mostly been easy for me ○ Math classes have been difficult for me at times
Classroom Culture Defined… an offering ● The way students FEEL in our classrooms ○ Supported to take risks ○ Being lifted up by their peers ○ Comfortable with peers and teacher ○ Knowing peers and teacher
What is Classroom Culture? “Truly remarkable outcomes are possible in a classroom where trust, respect, and caring relationships flourish. But creating such an environment is a tremendous challenge.” Capturing Kids Hearts
Is building classroom culture more of a “tremendous challenge” in math class? ● English teachers get to write essays where kids can share about their lives ● History teachers get to talk about current events ● Often, students have struggled with math in the past and they have additional walls built up around Mathematics ● We have so much material to get through! ● What else?
Why do we need classroom culture in a math class?
Why do we need classroom culture in a math class?
Math Classroom Content Culture Integrating Classroom Culture Activities with Content Activities in our Mathematics Classrooms
Which Math Talk one does not belong?
Communicating Expectations: CHAMPs ● C: Conversation level. How loud should I talk? Who should I talk to? ● H : Help. What do I do if I need help? ● A : Activity. What is the activity? ● M : Movement. What movement is appropriate during this activity? ● P : Participation. How do you earn full participation?
Which One Does Not Belong? ● C: Silent during think time. Quietly discuss with partner. Silent while colleagues are sharing. ● H: Ask 3 before me. ● A: Look at the options. Determine which one doesn’t belong in the set and be able to explain why. ● M: Stay in seat while thinking. When asked to get up, quietly walk to the corner that has your answer. ● P: Deciding which one doesn’t belong, rotate to corner, explain answer to a partner.
Which One Does Not Belong? ●
Which One Does Not Belong? ●
Classroom Implementation Tips ● Pose Question ● Provide wait time ● Partner share ● Scribe student answers WITHOUT edits ● Create a safe environment ● Treat mistakes as learning opportunity ● “Does anyone else agree with ___?” ● “Did anyone come up with a reason for #__?”
Math Talk ● C: Silent during think time. Quietly discuss with partner. Silent while classmates are sharing. ● H: Ask 3 before me. ● A: Look at the options. Determine which one doesn’t belong in the set and be able to explain why. ● M: Stay in seat while thinking. When asked to get up, quietly walk to the corner that has your answer. ● P: Deciding which one doesn’t belong, rotate to corner, explain answer to a partner.
Which One Does Not Belong?
Math Talk Corners Directions: Walk silently to the sign that describes your answer
Which One Does Not Belong? Stay in your corner and come up with a reason that letter does not belong in the next set...
Which One Does Not Belong?
Classroom Implementation Tips ● Pose Question ● Provide wait time ● Partner share ● Scribe student answers WITHOUT edits ● Create a safe environment ● Treat mistakes as learning opportunity ● “Does anyone else agree with ___?” ● “Did anyone come up with a reason for #__?”
Resources www.wodb.ca mathtalks.net
Classroom Video Viewing Agreements ● Approach video with an inquiry stance ● Honor the opportunity to learn from and with others ● Not forming judgements ● Be descriptive and stick to evidence not interpretation “The students were disengaged” is an ○ interpretation. “Four students were on their phones ○ and 3 had their heads down” is evidence based and descriptive.
Launching a math talk What stood out to you about how this teacher launched a dot talk? Write down 2 things you noticed and 1 thing you wonder after seeing this video. Mary Barrett-Wong from Silver Creek HS, 2016-17 Permission given to Juliana Tapper
Resources youcubed.org (WIM #2 Day 1)
Which SMP(s) are most supported with this strategy?
Reflection What are your takeaways from Bridge 1: WODB to Math Talks? ● Is this something you see working in your classroom? When? How? ● Is there anything you’d modify about this strategy?
Classmate Showing Introductions our work
Setting an Intention ● C: Silent while classmates present. ● H: Raise your hand. ● A: On your paper, write what your learning intention is for today. ● M: Seated until called on to share. If called to share, walk directly to the board. ● P: Sharing at the board when called on.
Classroom Video Viewing Agreements ● Approach video with an inquiry stance ● Honor the opportunity to learn from and with others ● Not forming judgements ● Be descriptive and stick to evidence not interpretation “The students were disengaged” is an ○ interpretation. “Four students were on their phones ○ and 3 had their heads down” is evidence based and descriptive.
Let’s see what it looks like... What stood out to you about how this teacher launched sharing at the board Write down 2 things you noticed and 1 thing you wonder after seeing this video. Trudl Meniado-Wink from IHS, Day 2 of the 2016-17 school year. Permission given to Juliana Tapper
Classroom Implementation Tips ● Use cold call to randomly select students to share at the board so they don’t feel singled out or picked on ● Thank students for getting up and participating before you even begin ● Always have class clap for participation ● Potential Prompts 2 truths, 1 lie. ○ Tell me what you did this summer. ○ Tell me about your experience in Math class. ○ Other ideas? ○
Showing Our Work ● C: Silent while classmates present. ● H: Raise your hand. ● A: Answer the question and show all work. Be prepared to present and explain your answer to the class. ● M: Seated until called on to share. If called to share, walk directly to the board. ● P: Sharing at the board when called on.
Let’s see what it looks like... Trudl Meniado-Wink from IHS, Unit 2 during the 2016-17 school year. Permission given to Juliana Tapper
Which SMP(s) are most supported with this strategy?
Recommend
More recommend
