Description
Book SynopsisHelp you students learn math and get results by working smarter, not harder! This book provides a researched based, classroom tested framework that situates whole class discussions in the process of teaching. The process of teaching considers how to design the physical space, develop classroom routines, plan lessons and facilitate discussions by considering assessment to plan the next instructional move. These are things that teachers naturally do. However, how specifically these actions are carried out is what makes a difference! Research based strategies that naturally fit together to make teaching easier is provided. Many times, when these strategies are implemented in isolation and not holistically, it is hard to get results. This framework naturally integrates the Standards for Mathematical Practice as outlined in the Common Core Standards teaching easier. Therefore, spend your time working smarter not harder to get results in student learning!
Trade ReviewNationally-known scholar Teruni Lamberg provides an update to her popular whole class discussion book. New videos and a deeper dive into formative assessment highlight this new edition as Dr. Lamberg shares research-based strategies in a framework that would benefit teachers at all levels. This book works particularly well in a book club, professional development setting or a math methods course. -- Jeff Shih, PhD, Professor of Mathematics Education, University of Nevada, Las Vegas; Board Member, National Council of Teachers of Mathematics
The framework in Work Smarter, Not Harder acknowledges the complexities of teaching in practice. Both experienced and novice teachers will find a rich guide in this book to help them create classroom environments where mathematical discussions can thrive. Classroom routines and the physical environment are clearly addressed. The resource contains many specific examples, including videos, to help teachers examine their assessment and their planning practices, to ensure that they are effectively supporting children’s learning of mathematics. -- Tracy Goodson-Espy, Professor of Curriculum & Instruction (Mathematics Education); Co-Director of the Middle and Secondary Graduate Certificate Program, Appalachian State University
Table of ContentsList of Video Clips Preface Acknowledgements Chapter 1- Whole Class Discussion Framework Chapter 2- Design the Physical Space For Discussions Chapter 3- Classroom Routines for Discussions Chapter 4- Optimize Learning through Planning Chapter 5- Third Level Of Planning: What Do We Talk About? Chapter 6- The Discussion: Three Levels Of Sense Making Chapter 7- Reflect and Improve Teaching to Support Learning References About the Author
