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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) S. Smith, Victoria L. Bill, Miriam Gamoran Sherin

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.


Product Details
  • Grade Level: PreK-12
  • ISBN: 9781544321134
  • Published By: Corwin
  • Series: Corwin Mathematics Series
  • Year: 2019
  • Page Count: 240
  • Publication date: September 06, 2019

Price: $38.95

Price: $38.95
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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)  S. Smith photo

Margaret (Peg) S. Smith

Margaret (Peg) Smith is a Professor Emerita at University of Pittsburgh. Over the past two decades she has been developing research-based materials for use in the professional development of mathematics teachers. She has authored or coauthored over 90 books, edited books or monographs, book chapters, and peer-reviewed articles including the best seller Five Practices for Orchestrating Productive Discussions (co-authored with Mary Kay Stein). She was a member of the writing team for Principles to Actions: Ensuring Mathematical Success for All and she is a co-author of two new books (Taking Action: Implementation Effective Mathematics Teaching Practices Grades 6-8 & 9-12) that provide further explication of the teaching practices first describe in Principles to Actions. She was a member of the Board of Directors of the Association of Mathematics Teacher Educators (2001-2003; 2003 – 2005), of the National Council of Teachers of Mathematics (2006-2009), and of Teachers Development Group (2009 – 2017).

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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