Sponsored by: Nelson Education
WebinarViewing/ConversationGuide
for
A Twelve-Step Program for Success in Mathematics
Marian Small
Marian Small shares a twelve-step program that will improve the mathematics learning environment and increase opportunities for success for every student in your class, whether struggling or thriving.
Atvarious pointsinthewebinar, youwillbeinvited topausetherecordingtoapplythe points discussed in thewebinar toyourspecificteachingcontext. Thisviewing/discussion guideis organized aroundthe key stepsofMarian’s Twelve-Step Program duringthewebinar.
12-Step Program for Success in MathematicsSlides 1-5
Introduction: What might it take to be successful in your classroom?
(5:40 –9:20 of thewebinar recording)
Webinar participantsresponded to the followingsurveyindicating which division they
represent. 6:14 (slide 3-4)
Webinar participants were introduced to the twelve step program used in AlcoholicsAnonymousand noted some of the characteristics and possible connections to a mathematics list.
Review the 12 step program used by AA 8:05-9:20 (slides 6-8)
Whatcharacteristicsdo you believe should bepresentina 12 Step Program for Success in Mathematics?
Pausethe recordingand consider how you /your group would respond to theposed question.
12-Step Program for Success in MathematicsSlides 10-11
Step 1: Recognizing a problem your students might feel in your classroom.
(9:30–10:50 of thewebinar recording)
Webinar participantsresponded to the followingsurvey. 9:57 (slide 11)
Conversation Guide for A Twelve-Step Program for Success In Mathematics
Survey of Participants: Problems that students might be feeling in your classroom tend to be one of the following four problems. What do you see as the biggest problem?
A. Not enough academic success
B. Not enough confidence
C. Not enough engagement
D. Not enough joy
Pausethe recordingand consider how you / your group would respond to the above question.
12-Step Program for Success in MathematicsSlides 12-13
Step 2: Deciding you are the one to do something about it.
(12:05-13:48of thewebinar recording)
Webinar participantsreflected on the following concept of the teacher’s role in the mathematics classroom. 12:27 (slide 13)
A teacher’s role:
To your students, math is “you” not a book, not algebra, not numbers,not shapes.
If things aren’t working, blaming lazy kids, poor parenting, your principal, your superintendent, your trustees, the Ministry or the world gets you nowhere.
Pausethe recordingandreflect on what you see the teacher’s role to be.
12-Step Program for Success in MathematicsSlides 14-15
Step 3: Becoming self-aware without condemning yourself.
(13:48 – 20:23of thewebinar recording)
Webinar participantsreflected on the question
“What do I do as a teacher that is really great? 14:36 (slide 16)
Pausethe recordingandreflect uponthe question.
O Some examples fromparticipants and Marian Small’s reflections (15:53-18:00).
Conversely
Webinar participantsreflected on the question
“Which kids seem not to connect with me? Why might that be? Which colleagues seem not to connect with me? Why might that be? 18:00 (slide 17)
Webinar participantsparticipated in the following survey. 18:54 (slide 18)
Survey of Participants: When colleagues seem not to connect with me…Is it because:
A. I’m so good, they’re jealous
B. I’m so bad that they don’t want the association
C. We teach different grades or subjects
D. Our philosophical approaches are just too different
Pausethe recordingand consider how you or your group would answer the question . (19:14)
oResults via Graph (19:31).
12-Step Program for Success in MathematicsSlides 19-20
Step 4: Looking for a sponsor- working with other teachers.
(20:23-22:51of thewebinar recording)
Webinar participantsresponded to the followingquestionprompt:
What makes us change? Where do we find our sponsor? 20:40
Webinar participants were asked to share one experience where such an interaction made them a better teacher.
Some examples and Participant/Speaker Discussion: 21:45 - 22:51
Pausethe recordingandconsider how you / your group would answer the question.
12-Step Program for Success in MathematicsSlides 21-32
Step 5: Gaining better insight into what and how you are teaching.
(22:51-31:22of thewebinar recording)
Webinar participants got a chance to look at several examples and reflect upon the teaching involved in each of these examples.
Half and Double Example 23:24 (slide 24)
Times 6 Array 25:20 (slide 27)
Looking at Dividing 26:07 (slide 28)
Proportions 27:02 (slide 29)
Ratio Tables 27:55 (slide 30)
Average/Mean of Numbers 29:50 (slide 31)
Pausethe recordingandconsider how you / your group would approach these examples.
12-Step Program for Success in MathematicsSlides 37-44
Step 6: Teaching through problem solving.
(31:31-42:05of thewebinar recording)
Webinar participantsresponded to the followingquestionprompt:
What does a classroom involving teaching through problem solving look like? What are some challenges? 32:50 (slide 37)
Discuss: What does it look like in Grade 4? 34:20 (slide 38)
Webinar participants responded to the following question prompt:
I used 43 sticks to make some shape. The shape could be a triangle, square, and hexagon. What did I make?
Pausethe recordingand consider how you / your group would answer the question. 35:21
Graphed Results 35:41
Explanation of Choice 35:37
What Does It Look Like In Grade 6 38:50 (slide 41)
Webinar participants responded to the following question prompt:
A parallelogram has an area of 32 cm². What might its dimensions be?
Pausethe recordingandconsider how you or your group would answer the question. 39:45
Participant Explanation 40:42
What does it look like in Grade 9 42:05 (slide 44)
Webinar participants responded to the following question prompt:
Without using a protractor, how do you know these line segments on a geoboard are perpendicular?
Pausethe recordingandconsider how you or your group would answer the question. 42:46
12-Step Program for Success in MathematicsSlides 46-57
Step 7: Planning ahead what to ask and, as much as possible, how to respond, but with a willingness to change.
(42:47 – 48:16 of thewebinar recording)
Webinar participantsresponded to the followingquestionprompt:
What are the one or two most important ideas you want the students to walk away with in this lesson?
Pausethe recordingand consider how you or your group would answer the question. 44:49
Participant Discussion 45:07
What might you ask 46:32 (slide 50)
Equal groups 47:22 (slide 51)
Division Questions 47:50 (slides 52-53)
12-Step Program for Success in MathematicsSlides 58-67
Step 8: Recognizing that different students need different “treatment”.
(48:22 – 54:11 of thewebinar recording)
Webinar participantsresponded to the followingquestionprompt:
Suppose you have a colleague and they say to you “Well, really, there is a best way to do something. Let’s show them. I have to make sure everyone works on the same problem or how can I give them an appropriate mark?”49:00
How would you respond?
Some examples of situations:
Recognizing student talents and interests 49:35 (slide 59)
Recognizing difference 49:51 – 51:03 (slide 60-62)
Multiplication example- two tasks 51:03 – 52:26 (slide 63)
Participant Reflection 52:42-52:52
Common Questions 53:15(slide 64)
Open Ended Questions 53:41 (slide 65)
12-Step Program for Success in MathematicsSlides 67-72
Step 9: Responding to students.
(54:14-55:22of thewebinar recording)
Two things are needed:
Praise 54:31(slide 68)
Feedback 54:55 (slide 69-71)
Pausethe recordingandconsider how you / your group would respond.
12-Step Program for Success in MathematicsSlides 73-74
Step 10: Making what you teach your own.
(55:22- 56:01of thewebinar recording)
Webinar participants reflected on the importance of personalizing their “own” teaching through resource selection such as textbooks, internet sites, lesson plans, SMART Board resources, or collaborative sharing and how this personalization will make it feel right for the students within the classroom.
How do you make what you teach your own? An example?
12-Step Program for Success in MathematicsSlides 75-79
Step 11: Relaxing.
(56:01-56:52of thewebinar recording)
Webinar participantsresponded to the followingquestionprompt:
You ask students to pace off the length of the classroom. One student does the width instead. Is this a big issue? 56:35 (slide 77)
Does it matter?
Emphasis on variation in student methods should be accepted as long as the concept you are teaching can be reached/met.
Pausethe recordingandconsider how you or your group would respond to this statement.
12-Step Program for Success in MathematicsSlides 80-81
Step 12: Staying the course and carrying…..
(56:52- 57:35of thewebinar recording)
The two most important things are:
Persistence – you have to try . . . more than once! 57:06 (slide 80)
Taking Initiative -- work with colleagues – be a leader and a giver 57:24 (slide 81)
Pausethe recordingand consider how you or your group would respond.
12-Step Program for Success in MathematicsSlide 82
Closing: What three big issues are addressed?
(57:35- 58:17of thewebinar recording)
In the end there are really only three big ideas:
Take Responsibility – you can’t blame the students
Work Collaboratively – everyone is better working together
Really Think Hard About What You Do–don’t just let it happen
Pausethe recordingandconsider how you or your group would respond.
12-Step Program for Success in MathematicsSlide 82
Question Period
(58:17-1:01:44of thewebinar recording)
Question from a participant: Where can teachers go to find more problem solving questions- good open-ended questions?
- Marina Small’s books
- Fermi sites
- Galileo:
Conversation Guide for A Twelve-Step Program for Success In Mathematics