Hi, Twitter PLN!
I'm sorry to miss the live tweeting for tonight's #OCTMchat... I look forward to catching up soon!
Thank you @CentralOCTM for taking the lead tonight! #bettertogether#octmconnects
Q1. Which practice in Orchestrating Math Discourse do you need the most work on? And why?
1) Anticipate Student Responses
2) Monitor student work
3) Select Student work
4) Sequence student work
5) Connect student work
#octmchat
A1: Selecting student work is particularly hard for me because there are always multiple ways I could go with the various strategies and work students produce. Making that decision on the spot can be hard. #octmchat
A1 I need the most practice with connecting student work. I feel like this is a huge step toward making the discussion productive, but it is always the part that I rush... #octmchat
A1. I always have trouble knowing how to sequence student strategies, in a way to make the discussion engaging. I default to going with the most to the least entry points, but I know I can do better in my discussions. #octmchat
A1: mine is sequencing student work on the fly trying to get it in the moment is hard, but I always manage...not sure if the best sequence though #octmchat
A1 Likely #4, as the focus on student discourse has happened since I left the classroom. I field many questions from teachers about sequencing the work to illustrate strategies. #octmchat
A1 I definitely need to work on 1. Anticipating student responses because I am new to teaching algebra 2 this year. There's been a few surprises (positive and negative) #octmchat
A1: I'm torn between sequencing student work and connecting student work. Many times I wish I'd changed the sequence as the conversation unfolds. I learn something from every conversation for sure! #octmchat
A1: I would say that connecting student work together is an issue that I have conflicts with. Getting that transition down varies for every student and I think working with varying methods can be tricky, especially if one doesn't have much rapport with their students. #octmchat
A1 I always strive for students to make connections but when a student is really struggling it can be a challenge at times. I reflect a lot on these situations. #octmchat
A1: Monitoring- I need to do better at keeping track of the approaches that Ss are using and making sure I choose students that can advance the discussion. #octmchat
Since I teach two classes, whatever I learn from my morning math discussion, I can apply to the afternoon discussion to see if it makes a difference which is kind of nice! #octmchat
A1: If I had to chose it would be selecting student work. I have never had my own classroom yet, but as of right now if I did have a classroom that would be what I need to work on with the sequence of who to chose and what order to show off #octmchat
Q2. What possible student responses would you anticipate to the question:
“Is zero positive, negative, neither, or both?”
Don't forget to write #octmchat in your response :)
Hi #OCTMchat! Grew up in Cincinnati, Alum of @FHSchools but currently teach in Illinois (@BerwynSouth100) and @MathICTM board member. Popping into your chat because I love chatting about math! 😊
A2: I would have to anticipate either neither or both. Zero is the absence of a number and an in between both positive and negative numbers, so I can definitely anticipate both. #OCTMchat
A2 Positive, because it doesn't have a negative sign.
Neither, because it is in the middle of the number line.
Both because it is the boundary between the positives and negatives.
#octmchat
A2: Neither because it is between the first positive and first negative numbers; positive because there isn't a negative sign before it, both because it is the middle of the first positive and negative numbers #octmchat
A2: I would expect most students to say neither or both. But there could also be a couple saying that it’s positive because it doesn’t have a negative sign. This would be a great discussion! #octmchat
A2. Anticipating student responses, for a multiple choice question, is always a lot more challenging than it seems. I would anticipate that only about half of the students say one of these 4! #octmchat
A2: I would anticipate neither or both and I would allow the students to defend their answer. I have actually got this question before and the student told me neither since it’s not a positive or negative number. They said it’s neutral. I liked the answer #octmchat
A2: I feel like most students would say neither because it is the "balance" between the positive and negative sides of the number line. But Ss always surprise me with their responses! #octmchat
A2: In middle school I saw a lot of students get confused with what 0 means. Does it mean nothing? No answer? Some Ss saying “no answer” thinking zero meant “nothing.” #octmchat
Q2. What possible student responses would you anticipate to the question:
“Is zero positive, negative, neither, or both?”
Don't forget to write #octmchat in your response :)
A3: I would go through each submitted problem with my students and discuss how we got to those answers and our understandings on what led us there. I would then try to branch off and try to connect that with the next problem and so on. #octmchat
Q4. Pushing and probing questions are useful for engaging learners in their productive struggle. List some pushing and probing questions for these student responses.
Don't forget to include #octmchat in your response.
A3: I think I would start with C because it could lead to a discussion about the symbol for a negative number and then we could expand to further define positive/negative numbers. #octmchat
I might start with C then follow quickly with F because I like juxtaposing opposite responses to get discussion going. Then maybe D. I haven’t decided yet how I would incorporate A. #octmchat
A3. I would start with the ones that rely on surface level features (doesn’t have a negative sign), then one that analyze the properties (is positive b/c I think all numbers default to positive), then ones that acknowledge order (between -1 and 1). #octmchat
A4 I think the easiest probing question and best ways to get soaked thinking is just asking why and waiting until they start talking... #awkward but effective #waittime#octmchat
A3: I would say C,F,E. I chose that because you don’t need to discuss all three positives. I chose the best positive answer. Then go from positive to neither to neither and both. You end on neither and both since there are two answers and ask the students why. #octmchat
