We are pausing the book study at this time so everyone can focus on the shift to online instruction.  The book study will be restarted in September.  Be well and stay safe, everyone!

Try one of these strategies in your classroom and tell us how it went. (Of course, try it yourself first to anticipate student responses and questions they might generate.)

            A. 101 Questions https://www.101qs.com/

            B. Notice and Wonder https://www.nctm.org/mathforum/

            C. Problem posing with data (like the fish scenario on pages 145-147)
[Additional info/links at http://tjzager.com/book/chapter-7-mathematicians-ask-questions/]

In your current teaching setting, how often do your students have opportunities to pose mathematical questions or share mathematical wonderings? What is one small step you want to take to promote this?

Choose one problem from your current curriculum and make it over using the suggestions in this chapter.  Try it with your students and let us know how it goes.

In your comments, please remind us of your grade level.  Also, upload any images you’d like to reference in your post to this google drive shared folder, since we can’t add images to posts at this time: (or email to atomicbookclub@gmail.com)

https://drive.google.com/drive/folders/1h219olBAoIvSkCFOnCiAkUEjqUhxyt29?usp=sharing

[Variations: (1) If you teach more than one section of the same content, use the original problem in one section and the revised problem in the other. (2) If you have a willing colleague, work together to revise the problem and compare notes after each of you teach it.]

On pages 131-133, Tracy discusses her use of margin symbols for students to communicate their progress in problem solving. What approaches have you used to get feedback from your students about their level of understanding?

Choose something from this chapter’s reading that resonated with you and share your thoughts.

Try one of the techniques from the chapter in your teaching, such as the routine “I think _______ is unreasonable because _______” (pages 90-91) or one of the variations of “My Favorite No” (pages 96-101).  You might need to try it a few times to get your students used to the routines (and if you are lucky enough to have a colleague who is also willing to try, plan together and discuss results).  Tell us how it went.

Jen Muhammad (pages 91-93) regularly externalizes the internal voice she wants students to use.  How might you try this strategy in your teaching style?  

Reflect on Shawn’s problem scenario and chart on pages 81-84 and how this encouraged thoroughness among the students.  Do your curriculum materials reduce the cognitive demand on students by over-scaffolding worksheets?  What ideas does Shawn’s approach give you for changing this?