Reference the Instructional Routines summary from Part 4 and think specifically about the Math Language Routines. Then read the Advancing Mathematical Language summary which discusses the Math Language Routines in more detail. Finally, choose a couple short videos to watch from the Math Language Routine Playlist. Although she is using middle school content, the routines are applicable (and powerful!) at the elementary level. Plus she's entertaining!
Consider
- What are your thoughts about incorporating math language routines into your math time?
- What caused you to pause and think?
- What math experiences from your own classroom came to mind as you were watching and reading?
Respond and Interact
After reading and watching, please post your response to one {or more} of the prompts above. Read our colleagues' reflections. Feel free to respond to someone by sharing a comment, insight or interesting possibility.
After reading and watching, please post your response to one {or more} of the prompts above. Read our colleagues' reflections. Feel free to respond to someone by sharing a comment, insight or interesting possibility.
Illustrative is just such a robust curriculum. It seems that way or maybe it has been such a comprehensive lead up to the implementation. Now when I think about it, I am not sure I ever really delved into a curriculum this deeply. It has been really neat having an opportunity to understand the structure of the lessons as well as learn more about the foundations of the actual curriculum.
ReplyDeleteI love the language routines. As mentioned in part 5, there are so many benefits. The four design principles are so authentic. Between the warm up and various activities there is so much opportunity for students to build understanding. For next steps, I need to pair "amplifying" w/the skill of anticipating misconceptions my warm ups and language routines would be even more powerful. The one thing that keeps coming to mind is the importance of planning and thoroughly going through each lesson. Now that I am familiar with the format of lessons/activities I can be more intentional when to reinforce language.
IM already provides really helpful language and math routines into our math time. I notice that the questions such as asking the students what they notice and wonder is helpful. Also consistently asking the students WHY or HOW they got to the answer they did is really helpful. I notice the students often follow the language provided as well. I paused and thought when they were talking about teaching the partners in the video to ask the questions why and the way they challenged each other.
ReplyDeleteI absolutely agree that it has helpful language. There are some students that need that written script to help them communicate their thoughts better. In some of the classrooms I am in they have turn and talk (peanut butter and Jelly partner) one student does the "what do you notice" and one does the "what do you wonder". Its amazing to watch the students work together and present to the classrooms.
DeleteIM does incorporate a lot of of the language and routines throughout their lessons and especially during the warm ups. I love how these routines give lots of students an entry point and is not all based on skill/level with math. I think this helps build confidence in our math classrooms because it is giving ALL students a chance to contribute their and be a part of the math community.
ReplyDeleteThat playlist really helped bring these language routines to life for me. These routines are embedded into so many of the IM lessons - I think it would be appropriate to show some of these short videos prior to teaching one of the routines to help support kids in what they look and sound like...at least for the upper grades. So good!
ReplyDeleteI so agree. Also, it may be more engaging to see someone other than their teacher demonstrating the routine. This is an excellent resource.
DeleteI love all of the specific idea to teach effective "math talk". I often model the benefits of using mathematical vocabulary and reasoning. As I listen to students in mathematical discussions, I think it is important to help them identify those Aha moments that develop naturally and help them realize the reasoning and understanding they have come to. "Principle 3. Cultivate conversation: Strengthen opportunities for constructive mathematical
ReplyDeleteconversations. Conversations are back-and-forth interactions with multiple turns that build up ideas about
math. Conversations act as scaffolds for students developing mathematical language because they provide
opportunities to simultaneously make meaning, communicate that meaning, and refine the way content
understandings are communicated." Constructivist theory is an integral part of mathematical conceptual understanding. Having this list of instructional routines, and math language routines will be invaluable to have students practice these specific tasks. In class today, I was discussing "What do you notice and wonder?" with my students. I told them how much I loved this open-ended question because they always seem to come up with ideas I have not thought of.
I keep thinking about how to fit this math course into my day as the days seem so full already. And, each time I get started, I am inspired to try something new. I really loved the videos that modeled the specific language routines. Understanding the problem before making an attempt to solve a situation is an essential skill that my little friends struggle with as the situations require more reading and writing. I often catch students working in the journal when they are supposed to be listening to their partner. I am going to give myself permission to spend a session in math specifically on the Three Reads Routine without the presence of the journals more frequently.
ReplyDeleteMy third graders recently moved from adding multidigit numbers using a variety of algorithms. As a preview to our subtraction unit with multidigit routines I gave the students time to think about three problems they would be solving. (They were listed on the whiteboard)I asked them, "Which problem do you think will have the largest difference? And which would have the smallest? Explain why. No tools were available to write with. Then they shared with a partner. A couple of kids then shared out with the group. We practiced listening and restating the strategies our peers had used and I was able to determine the strategies they currently have for subtraction along with the phrasing they use for regrouping. They were so ready to go off and see if their predictions were accurate. It was a "teacher move that led to student moves" as I had recently seen in one of the short videos form this lesson.
Meribeth, I love your idea of removing the presence of the journal so students can focus on partner conversations. I think I also need to slow down to go fast at this point of the year! Students are eager to finish work and don't always take the time to really focus on the task at hand. This, I am sure, is due to my rushing through certain aspects of the lesson. So I would like to spend more time working through strategies and explanations so students can really see the value of that too!
DeleteI was initially drawn to the Info Gap video since we did one of these activities this week. We've already done a few of these throughout the year so far, and I feel like the students are understanding them & getting better at them each time, but there are always still a few partners that don't quite grasp the concept. This video will be SO helpful to show at the beginning of an Info Gap lesson next time! She does a great job of modeling exactly how the questions should work along with adding in things like possibly drawing a diagram to picture what you are trying to solve.
ReplyDeleteI love that IM does such a great job at incorporating math language & I often read through the teaching notes while preparing for my lessons & highlight the suggested questions to further students' thinking & math language skills.
With this new curriculum the math routines are becoming very accessible and probably my favorite part of the lesson. I would like to challenge myself to make some info Gap style questions around the lessons to maybe review on a Friday or something but time is always my enemy :-). I also like the Respond, Pair Meeting, Final Draft or Clarify, Critique, Correct format. I do something similar in Reading and it would be fun to incorporate it in math.
ReplyDelete