Você está na página 1de 2

2010 - 2011 MTL Meetings

Research-based Literacy Strategies


At each MTL meeting this year, we will use Research-based Literacy Strategies which support
mathematics connections with the Comprehensive Literacy Plan. This template can help with recording
your thoughts as you reflect on the literacy strategies and their connections to usage in the mathematics
classroom.

January MTL Meeting


Assessment: Comprehension and Collaboration Think-Pair-Share
What is it?
Think-pair-share is a cooperative discussion strategy that provides structure in the classroom while
allowing students "think time" to internalize content. Students follow a prescribed process that keeps them
on task and holds them accountable for their results.
Advantages of the think-pair-share strategy are that it is quick, does not take much time, motivates
students with intrinsic rewards, can be adapted to all levels, engages whole or parts of a class, and allows
teachers to circulate among the students to advise, correct, and evaluate students. The immediate
reinforcement this process provides allows students to move from one positive learning experience to
another with little time for wandering from the task.
There are three steps to the process as described by its creator, Frank Lyman:
Think

The teacher provokes students' thinking with a question, prompt, or observation. The students
should take a few moments (probably not minutes) just to think about the question.

Pair

Using designated partners, nearby neighbors, or a desk-mate, students pair up to talk about the
answer each has developed. They compare their mental or written notes and identify the answers
they think are best, most convincing, or most unique.

After students discuss their reasoning in pairs for a few moments (again, usually not minutes), the
teacher calls for pairs to share their thinking with the rest of the class. This can be done in roundShare robin fashion, calling on each pair randomly, or taking answers as they are called out (or as hands
are raised). Often, the teacher or a designated helper will record these responses on the board or on
an overhead projector.
For more information:
http://www.eht.k12.nj.us/~jonesj/Differentiated%20Instruction/Think-Pair-Share.htm
Example as used today:
During the assessment session, facilitators modeled this strategy when the MTLs were asked to address
the question, What have been some challenges to effective implementation of promoting discourse?
MTLs will read chapter 10 from the textbook, Discussion Using Math Talk and then debrief what they had
read with their partner. MTLs will analyze the task by addressing the questions, Whats the important
math? What do we expect to see on student work? and What are possible misconceptions? As the CLP
states on pages 24-26, it is important to engage effectively in a range of collaborative discussion (oneon-one, in groups, and teacher-led) with diverse partners on grade level topics and texts, building on
others ideas and expressing their own clearly.
How might teachers use this strategy with their classes?

Content: Checking for Understanding Whip Around


The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA),
is supported with funding from the National Science Foundation

What is it?
The whip around is a useful instructional tool teachers can use to check for understanding in a group setting. While
the whip around may not provide individual, student-level information about understanding, it is useful in helping
teachers determine if they need to reteach content to the group. As such, the whip around is often used as a closure
activity at the end of a period of instruction.
The procedure is fairly simple. First, the teacher poses a question or task; typically, the students are asked to make
a list of at least three items. Students then individually respond on a scrap piece of paper. When they have done so,
students stand up. The teacher then randomly calls on a student to share one of his or her ideas from the paper.
Students check off any items that are said by another student and sit down when all of their ideas have been shared
with the group, whether or not they were the one to share them. The teacher continues to call on students until they
are all seated. As the teacher listens to the ideas or information shared by students, he or she can determine if there
is a general level of understanding or if there are gaps in students thinking.

For more information:


Fisher, D. & Frey, N. (2007). Checking for Understanding: Formative Assessment Techniques for Your Classroom.
ASCD, McRel Publications.

Example as used today:


The Whip Around strategy was used to debrief the reading of the Common Core State Standard for Mathematical
Practice #4. The facilitators were listening for participants to share the big ideas around the standard.

How might teachers use this strategy with their classes?

Leadership: Comprehension Strategy Examples and Non-Examples


What is it?
This strategy involves providing students with instances that include both Examples and Non-Examples of the
defined concepts being taught, asking students to classify them according to the appropriate concepts. A defined
concept is a concept that is known primarily by its definition rather than its physical characteristics. By stating the
definition alone, learners may not be able to fully comprehend the defined concept. Understanding what makes an
example an example or a non-example, leads to deeper understanding of the concepts being taught. Non-Examples
are best when they have some characteristics of Examples. A discussion of why it is a Non-Example should be
included to make this an effective strategy.
Note: Examples and Non-Examples may be used with other strategies such as Venn Diagrams, Concept Maps,
Concept Frames, or Mental Images.

For more information:

http://itsacademictutoring.com/content/index.php?option=com_content&task=view&id=2215&Itemid=28

http://www.resourceroom.net/comprehension/examplesnon.asp
Barton, M.L. & Heidema, C. (2002). Teaching Reading in Mathematics. ASCD, McRel Publications.

Example as used today:


In the Leadership Session, MTLs examined poorly written coaching questions and rewrote them to make them
improved questions. They identified what was missing from the original question (Non-Example) and as a group
created Examples of effective coaching questions. They also compared MTL created questions to questions created
for this session.

How might teachers use this strategy with their classes?

The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA),
is supported with funding from the National Science Foundation

Você também pode gostar