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.
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.
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.
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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