3. What does it look like when students are good at math?
4.
5. Students in Dan’s Class lack of initiative lack of perseverance lack of retention aversion to word problems eager for formula And yours?
6. What skills, strategies and attitudes do students need to solve the problem? http://todaysmeet.com/critical
7. Traditional Math Problems 3 bits of information paving way to one answer often using operations taught that week not realistic not framed by students And yours?
13. Meyer et. al. Paul Lockhart Alfie Kohn Joseph Ganem Conrad Wolfram Malcolm Swan
14. The Thinking Math Teacher sees a math world helps kids make the problems lets them struggle provides a framework (some technique), doesn't pave the road
15. About the Process teach kids how to break a problem into parts decide what you’d accept as evidence of non-computational math assess what they can prove they know, not the answer they give
16. About the Process encourage talk and collaboration develop a list of resources and provide technology to help them find things use images often – they help us associate and be critical and creative
20. During – Viewing 2 Why does the father do all the talking ? Whose voices aren’t heard? What is in the foreground (most important) and what is in the background? What are the characters wearing? Why? How do the actions of the characters reinforce gender roles? http://ietherpad.com/6iqZVp4w3Y
21. During – Viewing 2 Revise to show judgement Evidence Criteria Relate to other understanding (synthesis) http://ietherpad.com/6iqZVp4w3Y
23. After – Powerful Words “Traditionally if you mixed the races you were shunned, and there’s nothing wrong with an old fashioned traditional shunning. Isn’t that right honey? Like we did to your sister when she dated that Arab boy in university – you don’t know her, kids, she’s dead to us now.”
24. What loaded language does Mercer use? Connotation: an idea that is implied or suggested by the word used Denotation: the literal meaning or "dictionary definition" of a term, devoid of emotion
27. The Thinking Writing Teacher justify, choose based on criteria, make judgement teach through all receptive strands to get to good expressive Before, During and After co-construct criteria based on the receptive break task into chunks
28. What does it look like when students are good at writing?
29. About the Process “Alouds” as much as possible start with the (authentic) audience and purpose co-construction of criteria that grows spend 1/3 time on prewriting
30. About the Process kids pick the tools and the question for writing assessment at all stages focus peer and self assessment on text features, purpose etc. not just mechanics and grammar
