Status & Mindset Interventions
In her book Strength in Numbers: Collaborative Learning in Secondary Mathematics, Ilana Horn writes: “Judgements about who is smart based on prior achievement or social categories violate a fundamental principle of equity and are consequential: learning is not the same as achievement” (2012, p.20). The resources below were curated to help you redefine "smarts" in math, disrupt status divisions, develop growth mindsets, and foster a collaborative math community.
Anticipatory Planning
How often does your planning for math involve searching for the "best" problem and then thinking about how you want to teach the problem? It's safe to say this is how most of us approach(ed) lesson planning. The problem with this approach, however, is that it is teacher focused and neglects to consider how students might perceive and respond to the problem. Conversely, anticipatory planning focuses planning efforts on imagining how students might respond to a problem and using that information to plan questions that will push and clarify student thinking and build understanding by sequencing and connecting approaches students are already using.
If you've ever tried to facilitate constructivist math learning in your classroom and it fell short of your expectations, it's likely because the key factor, anticipatory planning, was missing! The template below can help you prepare to facilitate constructivist math learning in your classroom. Grab a planning buddy and give it a try!
Anticipatory Planning
How often does your planning for math involve searching for the "best" problem and then thinking about how you want to teach the problem? It's safe to say this is how most of us approach(ed) lesson planning. The problem with this approach, however, is that it is teacher focused and neglects to consider how students might perceive and respond to the problem. Conversely, anticipatory planning focuses planning efforts on imagining how students might respond to a problem and using that information to plan questions that will push and clarify student thinking and build understanding by sequencing and connecting approaches students are already using.
If you've ever tried to facilitate constructivist math learning in your classroom and it fell short of your expectations, it's likely because the key factor, anticipatory planning, was missing! The template below can help you prepare to facilitate constructivist math learning in your classroom. Grab a planning buddy and give it a try!
Launch, Explore, Discuss
At the elementary, middle, and high school levels we use a "Launch, Explore, Discuss" lesson structure which allows us to build class routines for exploring a rich problem in a student centered way. The launch, explore, discuss framework forefronts student thinking and supports understanding and discussion of student problem solving strategies (as opposed to procedures, answer getting, or speed). Discussion of mathematical ideas is student generated and situates students as the mathematical authority in the classroom.
A launch, explore, discuss lesson structure is also used in Cognitively Guided Instruction (CGI). CGI is a student-centered approach to teaching math at the elementary level that starts with what students already know and builds on their natural number sense and intuitive approaches to problem solving. When we use a CGI launch, explore, discuss lesson structure we focus on understanding student thinking, asking smart questions, and supporting students in listening to and thinking about each other's ideas.
Launch-Explore-Discuss in Action
Why Use a Launch, Explore, Discuss Lesson Structure?
Karen Underwood, one of our elementary MAIC teachers reflects on why she uses a launch explore discuss lesson structure with her 3rd grade students. Karen is in her 3rd year of teaching at the time of this video.