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Snapshot: Every teacher knows that asking questions is an important teaching practice for engaging students in the lesson at hand. This is true whether you are teaching history, language arts or mathematics.Asking questions may be a universal practice, but framing questions precisely and purposely is a complex skill that varies across different subject areas and that often takes years to master. It’s one thing to ask a question that prompts students to reduce an improper fraction and another to ask questions that support students’ efforts to prove a mathematical claim or analyze data.To increase student learning, teachers need to refine their use of high-leverage teaching practices. High-leverage teaching practices are those practices that are fundamental to the work of teaching and most likely to affect student learning.
In this webinar Deborah Loewenberg Ball, an experienced teacher and leading researcher on math instruction, will help you deepen your thinking about 12 important teaching practices in the math classroom. Deborah will share lessons learned from the elementary mathematics professional development classroom laboratory in Ann Arbor, MI that is at the core of her research.
As part of an initiative to redesign the professional training of teachers, Deborah and other researchers at the University of Michigan have identified a set of high-leverage teaching practices that significantly increase student learning. Deborah will describe the use of 12 of these practices in the math classroom and show video clips on how to implement them.
- Implementing organizational routines and strategies to create an effective learning environment
- Establishing norms and routines for classroom discourse and work that are central to the content
- Setting up and managing academically productive small-group work
- Eliciting students’ thinking
- Recognizing common misperceptions and patterns of student thinking at your grade level
- Identifying and implementing an instructional strategy or intervention in response to common patterns of student thinking
- Choosing, appraising, and modifying instructional activities (problems, texts, and materials) for a specific learning goal
Other webinar topics:
- Developing an instructional activity to support a specific learning goal
- Using representations, models, and examples
- Explaining and modeling core content ideas and processes
- Leading a whole class discussion of content
- Selecting and using methods to assess students’ learning on an ongoing basis within and between lessons