ATOMIC Winter 2019 Online Book Study Blog

Wrap-Up Week - Option 3 (Action)

(Past member) — Tue, 19 Mar 2019 17:08:56 GMT

Make a goal for yourself and share it briefly here. It might be a plan for changing your teaching practice in a small or large way, a personal commitment to finishing the book, or any other objective you’d like to accomplish based on your participation in this book study.

Wrap-Up Week - Option 2 (Connection)

(Past member) — Tue, 19 Mar 2019 17:08:09 GMT

What was your favorite routine or strategy you learned from the book and/or the Fostering Math Practices website?

Wrap-Up Week - Option 1 (Reflection)

(Past member) — Tue, 19 Mar 2019 17:07:20 GMT

The book explores many ideas about teaching. What idea was most thought-provoking for you?

You can answer directly, OR use the sentence frame below.

I used to think ___________________ and now I think ___________________.

WEBINAR Wednesday March 13, 6 pm Eastern

(Past member) — Mon, 11 Mar 2019 18:07:42 GMT

We hope you can join us this week for an interactive Q & A on Routines for Reasoning with author Grace Kelemanik.

If you need connection information, check your email, or email us at atomicbookclub@gmail.com

If you have a question you'd like to ask, plan to join us on 3/13 and ask live, OR post it here, OR email it in.

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See the Book Study Main Page for a video recording of the interactive Q & A Session.

Chapter 7 – Option 3 (Action)

(Past member) — Tue, 05 Mar 2019 13:09:19 GMT

The authors stress the importance of “doing the math” yourself, reflecting on the mathematical thinking embedded in a problem. Choose a problem and routine and “do the math” and tell us about the experience.

Chapter 7 – Option 2 (Connection)

(Past member) — Tue, 05 Mar 2019 13:07:31 GMT

We’ve worked through the 4 routines in the book (and you may have explored 2 more at www.fosteringmathpractices.com). Which one do you feel most capable of trying? Which one seems to connect well with your goals for math content or student thinking habits? (Note, we asked about thinking habits in Ch 2 here https://atomicmath.org/Winter2019_Prompts_Responses/699659 ).

Chapter 7 – Option 1 (Reflection)

(Past member) — Tue, 05 Mar 2019 13:06:53 GMT

This chapter is chock-full of suggestions and strategies for implementing the routines in your teaching. Comment on a piece of the advice that resonated with you.

Chapter 6 – Option 3 (Action)

(Past member) — Sun, 24 Feb 2019 20:22:37 GMT

Share a problem scenario from your teaching that you think would be appropriate for the Three Reads routine. Please remind us of your grade level/subject.

If you want to share a task with the group, send a document, photo, or link to atomicbookclub@gmail.com and I will set up a shared google drive folder for the materials.

Chapter 6 – Option 2 (Connection)

(Past member) — Sun, 24 Feb 2019 20:21:33 GMT

On page 129, the authors state that when a teacher helps students who are stuck in the problem-solving process: “With the best of intentions to support students in their work, these teachers are actually doing all the thinking for the students, leaving the students dependent on the teacher in any future problem-solving situations.”

Have you encountered this in your own teaching? Share your thoughts.

Chapter 6 – Option 1 (Reflection)

(Past member) — Sun, 24 Feb 2019 20:20:33 GMT

As you read through the extended vignette for the Three Reads routine, what do you notice or find thought-provoking?

Chapter 5 – Option 3 (Action)

(Past member) — Sat, 09 Feb 2019 03:05:08 GMT

Anytime you plan to do a thinking-focused task with students, it is important to try it yourself in the role of a learner to experience the thinking process and predict the mathematical approaches students might try. Go to www.visualpatterns.org and pick one of the patterns, or create your own. Try to find several different ways to generate the rule for the repetition in your pattern. Pay attention to your process and materials and tell us about the experience.

Chapter 5 – Option 2 (Connection)

(Past member) — Sat, 09 Feb 2019 03:04:23 GMT

This routine makes use of “Ask-Yourself Questions” to help students hunt for repetition in their process of counting, calculating, or constructing. What “Ask-Yourself Questions” do you use with your students already or will you start using?

Chapter 5 – Option 1 (Reflection)

(Past member) — Sat, 09 Feb 2019 03:03:33 GMT

SMP 8 “Look for and express regularity in repeated reasoning” has been one of the more challenging MPs for some educators. What ideas from chapter 5 on the Recognizing Repetition Routine helps extend your thinking or push it in a new direction?

Chapter 4 – Option 3 (Action)

(Past member) — Mon, 04 Feb 2019 03:57:00 GMT

Representation is an important component of curriculum and standards (NCTM & Common Core) for all math grade levels. Think of an example task from your grade level where the Connecting Representations routine would be applicable. If you implemented it with your students, tell us how it went.

If you want to share a task with the group, send a document, photo, or link to atomicbookclub@gmail.com and I will set up a shared google drive folder for the materials.

Chapter 4 – Option 2 (Connection)

(Past member) — Mon, 04 Feb 2019 03:56:05 GMT

The teacher in the extended vignette, Mr. Smith, uses display materials and certain handouts during the lesson. How do Mr. Smith’s decisions about how many handouts to provide engage the individuals and groups within his class? How would you do it with your students?

Chapter 4 – Option 1 (Reflection)

(Past member) — Mon, 04 Feb 2019 03:55:25 GMT

Annotation is a powerful instructional strategy. Reflect on how you have used it in your teaching OR tell us how you plan to use it.

REMINDERS

(Past member) — Fri, 25 Jan 2019 14:34:50 GMT

1-When you post, be sure you fill in your name so it doesn’t appear as “Anonymous”.

2-If you haven’t registered yet, kindly do so at http://www.atomicmath.org/event-3163881

3-If you have any questions, send an email to atomicbookclub@gmail.com.

Chapter 3 – Option 3 (Action)

(Past member) — Fri, 25 Jan 2019 14:34:01 GMT

Think of an example task from your grade level where this routine would be fruitful for your teaching OR try implementing the routine with your students and tell us how it went.

If you want to share a task with the group, send a document, photo, or link to atomicbookclub@gmail.com and I will set up a shared google drive folder for the materials.

Chapter 3 – Option 2 (Connection)

(Past member) — Fri, 25 Jan 2019 14:33:23 GMT

Use this sentence frame to connect the Capturing Quantities routine to what you already think or do in your teaching practice:

I used to ___________________ and now I ___________________.

Chapter 3 – Option 1 (Reflection)

(Past member) — Fri, 25 Jan 2019 14:32:22 GMT

As you read through the steps of the Capturing Quantities routine and the extended class vignette, what is a question or two you have about the details?

Chapter 2 - Option 3:

(Past member) — Sat, 12 Jan 2019 04:12:53 GMT

The 4 Essential Instructional Strategies (page 28) are 1. Ask-Yourself Questions; 2. Annotation; 3. Sentence Frames & Starters; and 4. Repeat-Rephrase-Reword-Record.

The fifth Core Element of the Instructional Routines is 5. Math Practice Reflection (page 25-26).

Which of these 5 strategies feels most accessible for you to be able to do as a teacher? Which seems most challenging at this point?

Chapter 2 - Option 2:

(Past member) — Sat, 12 Jan 2019 04:12:05 GMT

The 7 Core Elements of Instructional Routines (page 28) incorporate an overarching Think-Pair-Share strategy that moves students through individual, partner, and full-group learning experiences. Discuss your teaching experience with different sized learning groups in your classroom (and please remind us of your grade level).

Chapter 2 - Option 1

(Past member) — Sat, 12 Jan 2019 04:10:48 GMT

One of the reasons to use instructional routines in math class is to “help students and teachers build crucial mathematical thinking habits” (page 19). Are there any thinking habits you already promote with your students or have tried to encourage?

Chapter 1 – Option 3:

(Past member) — Sat, 05 Jan 2019 01:16:12 GMT

Each of us has a history with the Standards for Mathematical Practice in our teaching; tell us (briefly) about your experience so far with the MPs.

Chapter 1 – Option 2:

(Past member) — Sat, 05 Jan 2019 01:07:43 GMT

React to the Avenues of Thinking framework presented on page 3 of “lead actors” and “supporting actors” among the Mathematical Practices (MPs). How does this structure help you make sense of these standards?

The framework is also found here.

Chapter 1 – Option 1:

(Past member) — Sat, 05 Jan 2019 01:07:25 GMT

Choose a phrase, sentence, or passage that you found meaningful or thought-provoking and tell why.

Welcome to the book study for "Routines for Reasoning"

(Past member) — Wed, 19 Dec 2018 22:17:09 GMT

Please introduce yourself by stating: your name, your city, your grade level or position, and why you were interested in participating in the book study (use the ADD COMMENT button below).

The prompts for the first chapter will be posted by January 5, 2019. Please purchase your book in time to begin reading and discussing by then. The first chapter is available for download at https://www.heinemann.com/products/e07815.aspx