Bridging Classroom Culture to Content in Secondary Mathematics - - PowerPoint PPT Presentation

Bridging Classroom Culture to Content in Secondary Mathematics

Juliana Tapper tapperj@esuhsd.org @mrs_jtap

Introductions

Who am I?

• Animo Watts College Preparatory Academy, South Central

Los Angeles: Algebra 1 and Math Support

• Yerba Buena High School, East San Jose: Algebra 1, Math

Support, CAHSEE Prep, remedial Algebra 1, Math 180

• East Side Union High School District: Instructional Coach
• Current: East Side Union High School District - Math TOSA

Introductions

Who are we?

• Elementary teachers?
• Middle School teachers?
• High School Teachers?
• 1st year teaching?
• 2nd year teaching?
• 3-5 years teaching?
• Public school?
• Private school?
• Charter school?

Agenda

• Defining classroom culture
• Discussing unique difficulties of integrating classroom culture

into content with mathematics

• Bridge 1: WODB to Math Talks
• Bridge 2: Classmate introductions to showing your math work
• Planning time
• Conclusion

Objectives

• Deepen understanding of what classroom culture means.
• Explore the importance and power of building a positive

classroom culture in the secondary mathematics classroom.

• Learn 2 strategies to bridge a particular classroom culture

building strategy with a math content strategy.

Mini Mathography

Take 3 minutes to think and write about the following:

• What made you want to teach mathematics?
• What was your experience as a math student in school?
• Which of the following do you identify with more:

○ Math classes have mostly been easy for me ○ Math classes have been difficult for me at times

My Mini Mathography

I wanted to teach math because as a tutor I enjoyed helping students with their math homework. I didn’t “love” math, but I like how predictable it is. I knew I wanted to be a teacher before I wanted to be a math teacher. As a math student, math was hard for me. I had a tutor that called me stupid in elementary school and that turned me off from math. Middle school was difficult because my mom pushed me into honors classes that I wasn’t ready for. In high school I had some great teachers who helped me feel comfortable in math class again.

Mini Mathography: Pair Share

Find a partner, introduce yourself, and share your responses. Each partner will have 1 minute to speak.

• What made you want to teach mathematics?
• What was your experience as a math student in school?
• Which of the following do you identify with more:

○ Math classes have mostly been easy for me ○ Math classes have been difficult for me at times

Mini Mathography: Group Share

Did you and your partner have any similarities? Did you have any stark differences you want to share with the group?

• What made you want to teach mathematics?
• What was your experience as a math student in school?
• Which of the following do you identify with more:

○ Math classes have mostly been easy for me ○ Math classes have been difficult for me at times

Classroom Culture Defined… an offering

• The way students FEEL in our classrooms

○ Supported to take risks ○ Being lifted up by their peers ○ Comfortable with peers and teacher ○ Knowing peers and teacher

What is Classroom Culture?

“Truly remarkable outcomes are possible in a classroom where trust, respect, and caring relationships flourish. But creating such an environment is a tremendous challenge.” Capturing Kids Hearts

Is building classroom culture more of a “tremendous challenge” in math class?

• English teachers get to write essays where kids can share

about their lives

• History teachers get to talk about current events
• Often, students have struggled with math in the past and

they have additional walls built up around Mathematics

• We have so much material to get through!
• What else?

Why do we need classroom culture in a math class?

Why do we need classroom culture in a math class?

Integrating Classroom Culture Activities with Content Activities in our Mathematics Classrooms Classroom Culture Math Content

Which

• ne does

not belong? Math Talk

Communicating Expectations: CHAMPs

• C: Conversation level. How loud should I talk? Who should I

talk to?

• H: Help. What do I do if I need help?
• A: Activity. What is the activity?
• M: Movement. What movement is appropriate during this

activity?

• P: Participation. How do you earn full participation?

Which One Does Not Belong?

• C: Silent during think time. Quietly discuss with partner. Silent

while colleagues are sharing.

• H: Ask 3 before me.
• A: Look at the options. Determine which one doesn’t belong

in the set and be able to explain why.

• M: Stay in seat while thinking. When asked to get up, quietly

walk to the corner that has your answer.

• P: Deciding which one doesn’t belong, rotate to corner,

explain answer to a partner.

Which One Does Not Belong?

Which One Does Not Belong?

Classroom Implementation Tips

• Pose Question
• Provide wait time
• Partner share
• Scribe student answers WITHOUT edits
• Create a safe environment
• Treat mistakes as learning opportunity
• “Does anyone else agree with ___?”
• “Did anyone come up with a reason for #__?”

Math Talk

• C: Silent during think time. Quietly discuss with partner. Silent

while classmates are sharing.

• H: Ask 3 before me.
• A: Look at the options. Determine which one doesn’t belong

in the set and be able to explain why.

• M: Stay in seat while thinking. When asked to get up, quietly

walk to the corner that has your answer.

• P: Deciding which one doesn’t belong, rotate to corner,

explain answer to a partner.

Which One Does Not Belong?

Math Talk Corners

Directions: Walk silently to the sign that describes your answer

Which One Does Not Belong?

Stay in your corner and come up with a reason that letter does not belong in the next set...

Which One Does Not Belong?

Classroom Implementation Tips

• Pose Question
• Provide wait time
• Partner share
• Scribe student answers WITHOUT edits
• Create a safe environment
• Treat mistakes as learning opportunity
• “Does anyone else agree with ___?”
• “Did anyone come up with a reason for #__?”

Resources

www.wodb.ca mathtalks.net

Classroom Video Viewing Agreements

• Approach video with an inquiry

stance

• Honor the opportunity to learn

from and with others

• Not forming judgements
• Be descriptive and stick to

evidence not interpretation

○ “The students were disengaged” is an interpretation. ○ “Four students were on their phones and 3 had their heads down” is evidence based and descriptive.

Launching a math talk

What stood out to you about how this teacher launched a dot talk? Write down 2 things you noticed and 1 thing you wonder after seeing this video. Mary Barrett-Wong from Silver Creek HS, 2016-17 Permission given to Juliana Tapper

Resources

youcubed.org (WIM #2 Day 1)

Which SMP(s) are most supported with this strategy?

Reflection

What are your takeaways from Bridge 1: WODB to Math Talks?

• Is this something you see working in your classroom? When?

How?

• Is there anything you’d modify about this strategy?

Classmate Introductions Showing

• ur work

Setting an Intention

• C: Silent while classmates present.
• H: Raise your hand.
• A: On your paper, write what your learning intention is for

today.

• M: Seated until called on to share. If called to share, walk

directly to the board.

• P: Sharing at the board when called on.

Classroom Video Viewing Agreements

• Approach video with an inquiry

stance

• Honor the opportunity to learn

from and with others

• Not forming judgements
• Be descriptive and stick to

evidence not interpretation

○ “The students were disengaged” is an interpretation. ○ “Four students were on their phones and 3 had their heads down” is evidence based and descriptive.

Let’s see what it looks like...

Trudl Meniado-Wink from IHS, Day 2 of the 2016-17 school year. Permission given to Juliana Tapper What stood out to you about how this teacher launched sharing at the board Write down 2 things you noticed and 1 thing you wonder after seeing this video.

Classroom Implementation Tips

• Use cold call to randomly select students to share at the

board so they don’t feel singled out or picked on

• Thank students for getting up and participating before you

even begin

• Always have class clap for participation
• Potential Prompts

○ 2 truths, 1 lie. ○ Tell me what you did this summer. ○ Tell me about your experience in Math class. ○ Other ideas?

Showing Our Work

• C: Silent while classmates present.
• H: Raise your hand.
• A: Answer the question and show all work. Be prepared to

present and explain your answer to the class.

• M: Seated until called on to share. If called to share, walk

directly to the board.

• P: Sharing at the board when called on.

Let’s see what it looks like...

Trudl Meniado-Wink from IHS, Unit 2 during the 2016-17 school

• year. Permission given to Juliana Tapper

Which SMP(s) are most supported with this strategy?

Reflection

What are your takeaways from Bridge 2: Classmate introductions to showing your work?

• Is this something you see working in your classroom? When?

How?

• Is there anything you’d modify about this strategy?

Content Specific Planning Time

• Split into content specific groups and plan how you would

implement one thing you saw here today in your classroom in the next few weeks ○ What would grade level appropriate classroom culture task to use with WODB or for students to share about themselves at the board? ○ What specific content are you teaching? How can that content be adapted into a Math Talk or something students can share at the board?

• Prepare one group representative to

share your ideas with the whole group

Revisit our objectives

• Deepen understanding of what classroom culture means.
• Explore the importance and power of building a positive

classroom culture in the secondary mathematics classroom.

• Learn 3 strategies to bridge a particular classroom culture

building strategy with a math content strategy.

Questions? tapperj@esuhsd.org @mrs_jtap