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Overview: 

This course is about the craft of fostering productive student dialogue in the math classroom as a way to improve learning outcomes. You will explore how to ask math questions that lead to a dialogue rather than right/wrong answers.

Audience: 

This professional development activity/course is designed for:

  • Those currently teaching math or who have access to a math classroom in which they can try out and practice new techniques. No prior math background is required.
Description: 

This four-session, self-paced, moderated online course examines the following interconnected topics:

  • Creating a culture of classroom discourse
  • Asking effective math questions to probe and further student thinking
  • Providing wait/think time
  • Making the most of student mistakes

Through exposure to research, discussion with other participants, self-observation, and reflection, you will explore and implement strategies to prioritize student reasoning and communication in the math classroom. You will be asked to record a small portion of a lesson in your classroom to reflect on your own practice. Participants must fully respond to at least 80% of discussion assignments to receive a certificate of completion.

For more information, please contact sherry_soares@terc.edu.

Learning Objectives: 

Upon completion of this professional development activity/course, you will be able to:

  • Describe the characteristics of a discourse-centered math class
  • Plan open-ended math tasks that help students develop critical-thinking skills
  • Ask effective follow-up questions to probe for and deepen student thinking
  • Teach using an appropriate amount of wait time so that all students have time to engage with questions
  • Use student mistakes to create learning opportunities
Presenter(s): 
Prerequisites: 

N/A

Date: 
02/06/2017 - 12:15am
End Date: 
03/13/2017 - 11:45pm
Location: 
PD Center: 
Topic Area: 
ABE/Adult Education
Mathematics and Adult Numeracy
PDP Eligible: 
No