This new course is about the craft of fostering productive student dialogue in the math classroom, as a way to improve learning outcomes.
This four-module 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, and making the most of student mistakes. Through exposure to research, discussion with other participants, and self-observation and reflection, participants will explore and implement strategies to prioritize student reasoning and communication in the math classroom.
(This course is recommended for those currently teaching math or who have access to a math classroom in which they can try out and practice new techniques. Participants will be asked to record a small portion of a lesson in their classroom in order to reflect on their own practice.)
Upon completion of this professional development activity/course, you will be able to:
- describe characteristics of a discourse-centered math class
- plan open-ended math tasks
- ask effective follow-up questions to probe for and deepen student thinking
- incorporate an appropriate amount of “wait time” in their teaching
- use student mistakes to create learning opportunities
- make connections between the resources of the course and their own practice
- implement new ideas and reflect on their own practice