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The Five Practices in Practice [Elementary] - Book Cover Look Inside
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The Five Practices in Practice [Elementary]

Successfully Orchestrating Mathematics Discussions in Your Elementary Classroom
By: Margaret (Peg) Smith, Victoria L. Bill, Miriam Gamoran Sherin

Foreword by Dan Meyer
NCTM Co-publication
"Includes 65+ Minutes of Online Video" Burst

Enhance your fluency in the five practices—anticipating, monitoring, selecting, sequencing, and connecting—to bring powerful discussions of mathematical concepts to life in your elementary classroom.


Full description


The Five Practices in Practice [Elementary] - Book Cover Look Inside
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Product Details
  • Grade Level: PreK-12
  • ISBN: 9781544321134
  • Published By: Corwin
  • Series: Corwin Mathematics Series
  • Year: 2019
  • Page Count: 240
  • Publication date: August 20, 2019

Price: $38.95

Price: $38.95
Volume Discounts applied in Shopping Cart

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Description

Description

"Neither a love of students nor a love of mathematics can sustain the work of math education on its own. We work with math students, a composite of their mathematical ideas and their identities as people. The five practices for orchestrating productive mathematical discussions, and these ideas for putting those practices into practice, offer the actions that can develop and sustain the belief that both math and students matter.”
From the Foreword by Dan Meyer, Chief Academic Officer, Desmos

Take a deeper dive into understanding the five practices—anticipating, monitoring, selecting, sequencing, and connecting—for facilitating productive mathematical conversations in your elementary classrooms and learn to apply them with confidence. This follow-up to the modern classic, Five Practices for Orchestrating Productive Mathematics Discussions, shows the five practices in action in Grades K-5 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 elementary 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 and 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.


Key features

This book is a comprehensive, ready-to-use, professional development plan inside a book’s covers!"

—Francis (Skip) Fennell, Author, Past President, NCTM

Includes:

  • Description of three real teachers through planning and conducting a lesson—see all 5 practices play out
  • Solutions to the most common math discussion-related challenges
  • 65+ minutes of video, plus video-analysis activities
  • Teaching takeaways, pause and consider moments, vignettes, student work, tasks, tools, and templates.
  • A companion website with downloadable tools and templates
Author(s)

Author(s)

Margaret (Peg)  Smith photo

Margaret (Peg) 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). In 2006 she received the Chancellor’s Distinguished Teaching Award given annually to honor outstanding faculty at the University of Pittsburgh. In 2009 she received the award for Excellence in Teaching in Mathematics Teacher Education from AMTE. In April 2019 she received the Lifetime Achievement Award from NCTM.

Victoria L. Bill photo

Victoria L. Bill

Victoria Bill is a former elementary and middle school mathematics teacher. She is currently a Fellow and lead of the mathematics team with the Institute for Learning at the Learning Research and Development Center, University of Pittsburgh. She has been designing and facilitating professional development with administrators, coaches and teachers in urban districts for more than 20 years. She also develops curriculum, intervention materials and performance-based assessments. Bill was the Co-Pi on a collaborative research project between researchers from the LRDC, the IFL, and the Tennessee Department of Education in which an instructional Mathematics Coaching Model was developed. Bill regularly speaks at the National Council of Teachers of Mathematics, National Supervisors of Mathematics, and National Council of Teachers of Mathematics Research Conferences. She is co-author of the NCTM best seller Taking Action: Implementing Effective Mathematics Teaching Practices Grades k-5.

Table of Contents

Table of Contents

List of Video Clips


Foreword by Dan Meyer


Preface


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

Tara Tyus’ 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

Adapting an Existing Task

Finding a Task in Another Resource

Creating a Task

Ensuring Alignment Between Task and Goals

Launching a Task to Ensure Student Access

Launching a Task—Analysis

Conclusion

Chapter 3: Anticipating Student Responses


Part One: Unpacking the Practice: Anticipating Student Responses

Getting Inside the Problem

Getting Inside a Problem—Analysis

Planning to Respond to Student Thinking

Planning to Notice Student Thinking

Tara Tyus’ 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

Conclusion

Chapter 4: Monitoring Student Work


Part One: Unpacking the Practice: Monitoring Student Work

Tracking Student Thinking

Assessing Student Thinking

Exploring Student Problem-Solving Approaches—Analysis

Assessing Student Thinking—Analysis

Advancing Student Thinking

Advancing Student Thinking, Part One—Analysis

Advancing Student Thinking, Part Two—Analysis

Tara Tyus’ Attention to Key Questions: Monitoring

Part Two: Challenges Teachers Face: Monitoring Student Work

Trying to Understand What Students Are Thinking

Determining What Students Are Thinking, Part One—Analysis

Determining What Students Are Thinking, Part Two—Analysis

Keeping Track of Group Progress

Following Up With Students—Analysis

Involving All Members of a Group

Holding All Students Accountable—Analysis

Conclusion

Chapter 5: Selecting and Sequencing Student Solutions


Part One: Unpacking the Practice: Selecting and Sequencing Student Solutions

Identifying Student Work to Highlight

Selecting Student Solutions—Analysis

Purposefully Selecting Individual Presenters

Establishing a Coherent Storyline

Ms. Tyus’ Attention to Key Questions: Selecting and Sequencing

Part Two: Challenges Teacher Face: Selecting and Sequencing Student Solutions

Selecting Only Solutions Relevant to Learning Goals

Selecting Solutions That Highlight Key Ideas—Analysis

Expanding Beyond the Usual Presenters

Deciding What Work to Share When the Majority of Students Were Not Able to Solve the Task and Your Initial Goal No Longer Seems Obtainable

Moving Forward When a Key Strategy Is Not Produced by Students

Determining How to Sequence Errors, Misconceptions, and/or Incomplete Solutions

Conclusion

Chapter 6: Connecting Student Solutions


Part One: Unpacking the Practice: Connecting Student Solutions

Connecting Student Work to the Goals of the Lesson

Connecting Student Work to the Goals of Lesson Part One—Analysis

Connecting Student Work to the Goals of Lesson Part Two—Analysis

Connecting Student Work to the Goals of Lesson Part Three—Analysis

Connecting Different Solutions to Each Other

Connecting Different Solutions to Each Other—Analysis

Ms. Tyus’ Attention to Key Questions: Connecting

Part Two: Challenges Teachers Face: Connecting Student Responses

Keeping the Entire Class Engaged and Accountable During Individual Presentations

Holding Students Accountable—Analysis

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

Making Key Ideas Public—Analysis

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

Running Out of Time

Running Out of Time—Analysis

Conclusion

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

Conclusion

Resources


Appendix A—Web-based Resources for Tasks and Lesson Plans

Appendix B—Monitoring Chart

Appendix C—Ms. Tyus’ Monitoring Chart

Appendix D—Resources for Holding Students Accountable

Appendix E—Lesson-Planning Template

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