Minds on Mathematics
Virtual Book Study Meeting Outline
Facilitator notes:Participants are given a hard copy of expectations, schedule and the credit form when they are given the book.
Padlet: Padlet houses these things for all participants-
●Credit Form
●Schedule
●Try-On Google Doc
●Zoom Link
●Meeting expectations and protocol
●Study guide link:
Facilitator will track:
●Attendance
●Who is “trying-on” what for each chapter
(Trying-on means that participants are trying something out with their students or in their practice that they learned or thought about while reading a chapter)
Before Reading / Discussion Questions (See Study Guide) / Try-on (Before first class) (See Study Guide)
Outline for Virtual Meetings:
Chapter / Initial (15 Min) / Question for Break Out Rooms (20 min) / Summarize (15 min) / Wrap Up (10 min)Week 1
Intro and Chp 1 / Participants introduce themselves. / Minds-on Math Workshop
●How are the elements of a minds-on math workshop similar to and different from a typical day in your classroom?
●In what ways are you inspired to adjust your instruction? / Have each breakout room share their overall take-aways, aha’s or important thoughts / ●Participants will “Try-on” one of the chapter activities from the Study Guide.
●“Take a minute to silently think about what you want to work on until our next meeting.”
●Participants share out what they will “try-on” between meetings.
Chp 2 / Share out about Try-On’s and how they went with student evidence / Tools
●What relationship do you see between the CCSS-MPs?
●How do you balance process and content instruction?
Week 2
Chp 3 / Share out about Try-On’s and how they went with evidence / Tasks
●What are some of the challenges in finding or creating juicy math tasks?
●What are some of the stumbling blocks inherent in facilitating students’ success with challenging work? / Have each breakout room share their overall take-aways, aha’s or important thoughts / ●Participants will “Try-on” one of the chapter activities from the Study Guide.
●“Take a minute to silently think about what you want to work on until our next meeting.”
●Participants share out what they will “try-on” between meetings.
Chp 4 / Community
●“No one is done until everyone is done”. What does this mean to you? How might a norm like this promote community in your classroom?
●What community building rituals do you have in place in your classroom?
Week 3
Chp 5 / Share out about Try-On’s and how they went with evidence / Discourse
●How is discourse different from typical Question-Response-Evaluation (QRE) conversation patterns?
●What proportion of the class time do you aspire to devote to student talk? How will you assess your progress toward that goal? / Have each breakout room share their overall take-aways, aha’s or important thoughts / ●Participants will “Try-on” one of the chapter activities from the Study Guide.
●“Take a minute to silently think about what you want to work on until our next meeting.”
●Participants share out what they will “try-on” between meetings.
Chp 6 / Opening
●What messages do your rituals and routines send?
●If you use an opening problem, how do you manage accountability and paperwork?
Week 4
Chp 7 / Share out about Try-On’s and how they went with evidence / Minilesson
●How do you use think-aloud in your math class?
●Sometimes minilessons expand into maxilessons. How could you keep yours mini?
●How do you assess students’ readiness to commence work time? How might you differentiate at this juncture? / Have each breakout room share their overall take-aways, aha’s or important thoughts / ●Participants will “Try-on” one of the chapter activities from the Study Guide.
●“Take a minute to silently think about what you want to work on until our next meeting.”
●Participants share out what they will “try-on” between meetings.
Chp 8 / Work Time
●How do you typically differentiate?
●In what ways do you hold learners accountable? What else might you try?
Week 5
Chp 9 / Share out about Try-On’s and how they went with evidence / Conferring
●Of the seven modes of teacher voice described on page 139, which are the most common in your instructional practice? Which are the least? What is your aspiration for the role of your voice in students’ lives?
●How do you see the distinction between “typical helping” and “conferring”? What do you need to remember to confer effectively? / Have each breakout room share their overall take-aways, aha’s or important thoughts / ●Participants will “Try-on” one of the chapter activities from the Study Guide.
●“Take a minute to silently think about what you want to work on until our next meeting.”
●Participants share out what they will “try-on” between meetings.
Chp 10 / Sharing and Reflection
●What are some challenges associated with saving time for sharing and reflection? How might you overcome those?
●What is your experience with asking learners to write as mathematicians?
Week 6
Wrap-up / Share out about Try-On’s and how they went with evidence / After Reading
●What elements of Minds on Mathematics do you aspire to integrate into your instruction? How?
●What does the imperative to move from coverage to understanding mean to you as a math teacher? / ●Set goals for adjusting your instructional practice; invite a peer to hold you accountable for following through. Gather student assessment data to determine if your new strategies are promoting achievement.