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The Five Practices in Practice [High School]

Successfully Orchestrating Mathematics Discussions in Your High School Classroom

First Edition
By: Margaret (Peg) S. Smith, Michael D. Steele, Miriam Gamoran Sherin

Foreword by Dan Meyer

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

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Product Details

Grade Level: PreK-12
ISBN: 9781544321233
Published By: Corwin
Series: Corwin Mathematics Series
Year: 2020
Page Count: 280
Publication date: March 11, 2020

Price: $38.95

Description

“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.

Author(s)

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).

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 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 for the past two decades. He has published several books and journal articles focused on developing mathematics teacher knowledge and supporting teachers in enacting research-based effective mathematics teaching practices. He is the co-author of NCTM’s Taking Action: Implementing Effective Mathematics Teaching Practices in Grades 6-8, The 5 Practices in Practice: Successfully Orchestrating Mathematics Discussions in Your High School Classroom, and several other research-based professional development resources for secondary mathematics teachers. He is also the author of A Quiet Revolution: One District’s Story of Radical Curricular Change in Mathematics, a resource focused on reforming high school mathematics teaching and learning.

Miriam Gamoran Sherin

Table of Contents

List of Video Clips

Foreword – Dan Meyer

Acknowledgments

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

Conclusion

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

Conclusion

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

Conclusion

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

Conclusion

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

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. Moran’s Monitoring Chart

Appendix D—Resources for Holding Students Accountable

Appendix E—Lesson-Planning Template

References

Index

Related Titles

BUNDLE: Smith: The Five Practices in Practice High School + On-Your-Feet Guide to Orchestrating Mathematics Discussions: The Five Practices

By: Margaret (Peg) S. Smith, Michael D. Steele, Victoria L. Bill and Miriam Gamoran Sherin

Other Titles in: Mathematics | Secondary Education

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