The Five Practices in Practice [High School]

Margaret (Peg) Smith is a Professor Emerita at University of Pittsburgh. Over the past three decades she has been developing research-based materials for use in the professional development of mathematics teachers. She has coauthored several books including Five Practices for Orchestrating Productive Discussions (with Mary Kay Stein), the middle and high school versions of the Taking Action series (with Melissa Boston, Fredrick Dillon, Stephen Miller, and Lynn Raith), and The 5 Practices in Practice: Successfully Orchestrating Mathematics Discussion in Your Classroom series (with Victoria Bill, Miriam Gameron Sherin, and Michael Steele). In 2006 she received the Chancellor’s Distinguished Teaching Award given annually to honor outstanding faculty at the University of Pittsburgh. In 2009 she received the award for Excellence in Teaching in Mathematics Teacher Education from AMTE. In April 2019 she received the Lifetime Achievement Award from NCTM.Michael D. Steele is a Professor and Chairperson of the Department of Educational Studies in Teachers College at Ball State University. He is a Past President of the Association of Mathematics Teacher Educators, current director-at-large of the National Council of Teachers of Mathematics, and editor of the journal Mathematics Teacher Educator. A former middle and high school mathematics and science teacher, Dr. Steele has worked with preservice secondary mathematics teachers, practicing teachers, administrators, and doctoral students across the country. He has published several books and research articles focused on supporting mathematics teachers in enacting research-based effective mathematics teaching practices.Dr. Steele’s work focuses on supporting secondary math teachers in developing mathematical knowledge for teaching, integrating content and pedagogy, through teacher preparation and professional development. He is the co-author of NCTM’s Taking Action: Implementing Effective Mathematics Teaching Practice in Grades 6-8. He is a co-author of several research-based professional development volumes, including The 5 Practices in Practice: Successfully Orchestrating Mathematics Discussions in Your High School Classroom,Mathematics Discourse in Secondary Classrooms, and We Reason and Prove for All Mathematics. He directed the NSF-funded Milwaukee Mathematics Teacher Partnership, an initiative focused on microcredential-based teacher professional development and leadership. His research focuses on teacher learning through case-based professional development, and he has been an investigator on several National Science Foundation-funded projects focused on teacher learning and development. He also studies the influence of curriculum and policy in high school mathematics, with a focus on Algebra I policy and practice, and is the author of A Quiet Revolution: One District’s Story of Radical Curricular Change in Mathematics, a resource focused on reforming high school mathematics teaching and learning. He works regularly with districts across the country to design and deploy teacher professional development to strengthen effective secondary teaching practice.Dr. Steele was awarded the inaugural Best Reviewer award for Mathematics Teacher Educator and was author of the 2016 Best Article in Journal of Research in Leadership Education. He is an active member of and regular presenter for the National Council of Teachers of Mathematics, the National Council of Supervisors of Mathematics, and the Association of Mathematics Teacher Educators. He reviews regularly for major mathematics education and teacher education journals.

• List of Video ClipsForeword – Dan MeyerAcknowledgmentsAbout the AuthorsChapter 1: IntroductionThe Five Practices in Practice: An OverviewPurpose and ContentClassroom Video ContextMeet the TeachersUsing This BookNorms for Video ViewingGetting Started!Chapter 2: Setting Goals and Selecting TasksPart One: Unpacking the Practice: Setting Goals and Selecting TasksSpecifying the Learning GoalIdentifying a High-Level Task That Aligns With the GoalCori Moran’s Attention to Key Questions: Setting Goals and Selecting TasksPart Two: Challenges Teachers Face: Setting Goals and Selecting TasksIdentifying Learning GoalsIdentifying a Doing-Mathematics TaskEnsuring Alignment Between Task and GoalsLaunching a Task to Ensure Student AccessConclusionChapter 3: Anticipating Student ResponsesPart One: Unpacking the Practice: Anticipating Student ResponsesGetting Inside the ProblemPlanning to Respond to Student ThinkingPlanning to Notice Student ThinkingCori Moran’s Attention to Key Questions: AnticipatingPart Two: Challenges Teachers Face: Anticipating Student ResponsesMoving Beyond the Way YOU Solved the ProblemBeing Prepared to Help Students Who Cannot Get StartedCreating Questions That Move Students Toward the Mathematical GoalConclusionChapter 4: Monitoring Student WorkPart One: Unpacking the Practice: Monitoring Student WorkTracking Student ThinkingAssessing Student ThinkingAdvancing Student ThinkingCori Moran’s Attention to Key Questions: MonitoringPart Two: Challenges Teachers Face: Monitoring Student WorkTrying to Understand What Students Are ThinkingKeeping Track of Group ProgressInvolving All Members of a GroupConclusionChapter 5: Selecting and Sequencing Student SolutionsPart One: Unpacking the Practice: Selecting and Sequencing Student SolutionsIdentifying Student Work to HighlightPurposefully Selecting Individual PresentersEstablishing a Coherent StorylineCori Moran’s Attention to Key Questions: Selecting and SequencingPart Two: Challenges Teacher Face: Selecting and Sequencing Student SolutionsSelecting Only Solutions Relevant to Learning GoalsExpanding Beyond the Usual PresentersDeciding What Work to Share When the Majority of Students Were Not Able to Solve the TaskDetermining How to Sequence Incorrect and/or Incomplete SolutionsConclusionChapter 6: Connecting Student SolutionsPart One: Unpacking the Practice: Connecting Student SolutionsConnecting Student Work to the Goals of the LessonConnecting Different Solutions to Each OtherCori Moran’s Attention to Key Questions: ConnectingPart Two: Challenges Teachers Face: Connecting Student ResponsesKeeping the Entire Class Engaged and Accountable During Individual PresentationsEnsuring That Key Mathematical Ideas are Made Public and Remain the FocusMaking Sure That You Do Not Take Over the Discussion and Do The ExplainingRunning Out of TimeConclusionChapter 7: Looking Back and Looking AheadWhy Use the Five Practices ModelGetting Started with the Five PracticesPlan Lessons CollaborativelyObserve and Debrief LessonsReflect on Your LessonVideo ClubsOrganize a Book StudyExplore Additional ResourcesFrequency and Timing of Use of the Five Practices ModelConclusionResourcesAppendix A—Web-based Resources for Tasks and Lesson PlansAppendix B—Monitoring ChartAppendix C—Ms. Moran’s Monitoring ChartAppendix D—Resources for Holding Students AccountableAppendix E—Lesson-Planning TemplateReferencesIndex