Math CAMPPP 2011 BREAKOUT 2 PROPORTIONAL REASONING LEARNING GOALS, CONSOLIDATING QUESTIONS AND GOOD ANSWERS What’s the Connection? 1
Learning Goals • We will use Learning Goals to interpret important mathematics and target the mathematical thinking we want to expose and evoke with students. • We will recognize the link between Learning Goals, Curriculum Expectations, Consolidation Questions, and Big Ideas and the reason for attending to these prior to a lesson activity. • We will know the purpose of considering what a good answer would look like. 2
Minds On Discuss and decide with a partner at your table what the goal of each action might be? • Husband buys his wife a dozen roses • You buy a turtle from the pet store • You apply to law school • A new graduate enrols in Spanish lessons • An employee asks for and accepts extra hours of work • Your son cleans your car without being asked 3
Conclusion For every action we take we have a goal in mind 4
Action 1. Self-select a group of 3 people 2. Take 40 minutes to complete 2 of the 3 activities on your table Ø BLM 2. 1 Which is Best? Ø BLM 2. 2. The Learning Goal-Consolidation Connection Ø BLM 2. 3 Improving Learning Goals 5
Consolidation Whole Group Sharing - activity decisions, thoughts, questions Questions to Consider What was challenging about these tasks? What did you find useful? What is the difference between a learning goal and a curriculum expectation? When/why might you choose not to reveal the LG at the beginning of the lesson? Why is it important for us to consider what a good answer will look like? 6
Reflection Take a few moments to. . . Individual Journal Entry How are you providing Learning Goals for your students? Why is it useful to consider the Consolidating Question(s), to be used at the end of a lesson, once you have determined the Learning Goal • Bandana - record a new strategy or idea I learned about this breakout • Post-its: Post a question or a comment about LG and CQ’ns 7
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