We are glad you are joining #OCTMchat this evening!
Be sure you are seeing the “latest” (not “top”) posts to follow the conversation.
And… It’s not too late to invite a friend to join #OCTMchat
Let’s see who’s joining #OCTMchat tonight…
Check the slide below to see what you should include in your introduction.
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Just a few reminders to help keep our #OCTMchat flowing smoothly
Don’t forget to include #OCTMchat in your responses to keep our conversation linked
Try searching “#OCTMchat” and scroll to see what gems you can find!
Q1 (see slide)
"This isn't 'group work' for the sake of group work. If we want Ss to make more progress together than they can alone we need to give them good, mathematical reasons to work together" (p.313)
Be sure to begin your response w/ “A1” & include #OCTMchat@TracyZager
A1 Hmm, I like to use group work with Low Floor, High Ceiling tasks - something that requires some stretch. I also like to give just enough think time for students to have an opportunity to enter the task. #octmchat
A1: I use group work when doing 3-acts, high/low floor tasks, and when doing mathematical investigations (a lot of my day turns into group work as they are discussing the math they are doing) #OCTMchat
Q2 (see slide)
"Ss should spend most of their math time gathered around rich problems, flowing naturally among thoughtful dialogue, periods of quiet thinking & individual work, & bursts of active chatter as they make sens of mathematics" (@TracyZager , 2017, p. 313).
#OCTMchat
A2- I think group work is appropriate in many situations. I believe you have your own thoughts but working in a group allows for a lot of natural discussion and discovery. #octmchat
A1: We are all in this together; many, many ways to use groups! I love to have mathletes swimming together on brand new concepts, what do they notice, where do they think we are heading? Groups are great to reflect and discuss thinking before we share with the class. #octmchat
A2: if you have the right tasks then Ss will have productive math interactions, you have to plan for productive math. I feel if you are just doing procedural math, then the rich discussions, which need to take place, do not happen! #octmchat
A2: I think Productive Math Interactions can be supported with establishing intentional math partnerships. Often students have an assigned partner in reading and writing, but not as often in math class. The same supportive principles can apply. #octmchat
A2 Productive mathematical interactions can give confidence to students who are reluctant to participate in a whole group discussion. Sometimes I ask, "who would like to share a strategy from your group." #octmchat
Question 3 is coming soon… #OCTMchat
We just have 4 Questions tonight… we’ll be finished by 9:00 p.m. EST (unless you join the “afterchat” using “#OCTMchat”)
Q3 (see slide)
Debatable Prompts:
What's the best/worst way to_?
Which is bigger/smaller?
What is the most efficient/elegant/weirdest/coolest_?
Do you agree, somewhat agree, or disagree?
Always, sometimes, or never?
(@TracyZager , 2017, p. 336)
#OCTMchat
A3: Do you agree, somewhat agree, or disagree that when dividing an even number by 2, there will never be a remainder? (For example: 7426 / 2) #octmchat
Question 4 (see photo below)
Tracy encourages us to Be Explicit!
”We need to teach students how to identify what type of interaction they need and seek it out" (Zager, 2017, p. 347).
#OCTMchat@TracyZager
Q3: I got nothing elegant here! But, do you agree, somewhat agree, or disagree that @chrissybug24 should continue to share her @NCTM with the folks back in Ohio? #WantToBeThere#octmchat
Q4: We did Cross-Pollination in pre-calculus today on how we determine limit at infinity. By the end, someone came up with a song. The lesson got a double thumbs up approval! #octmchat#LoveMyJob
