TAL

1
TAL Binder Project Big Idea 2 Rigid Motion and
CongruencySharing student work

• Beth Schefelker
• Melissa Hedges
• Judy Winn

2
Using a student work protocol

• Working in groups of 3. Select one topic rigid
  motion or congruency to discuss.
• Share the CABS you gave.
• Each group member selects 3-6 pieces of student
  work.
• Focus on one set of student work. Pass the
  papers around the table.
• Discuss misconceptions/understandings that
  surfaced.
• Use a table sticky note to record the table
  conversations for each pack of student work.

3
Sharing Out with the Class

• Think about the discussion from each set of
  student work
• What theme surfaced as you looked at the same
  mathematical idea?
• What surprised you?
• What discussions did you have as you analyzed
  work from students who struggle in your math
  classroom

4
Impact of your discussion Tracing the idea in
your text

• In what way will this information help you think
  deeply about the lessons in your text?
• How will it provide you with information for
  adjusting instruction?
• How will it provide you with information for
  differentiating the key lessons? Moving from the
  concrete to the abstract experiences?

5
Binder Project Big Idea 2 see syllabus pg. 5

• Project due May 17th
• Part 1 As a Learner of Mathematics
• Part 2 Student CABS
• rigid motion and congruency
• Part 3A Critiquing the lessons
• Part 3B Suggestions for instruction
• Part 3C Critiquing the suggestions offered for
  Differentiation

6
Reminder Tricky TrianglesSee pg. 6 in syllabus

• Final data presentation and write-up
• Due April 26
• Re-administer the tricky triangle assessment
• Examine the new data identifying change from fall
  to spring.
• Compare the performance of students with and
  without disabilities.

7
April 26

• Be prepared to share
• 1. Change in data results
• 2. Identify lessons/instructional opportunities
  that shifted student thinking.

8
Completed Tricky Triangle Project Due April 26

• 1. Completed log of tricky triangle instruction.
• 2. 2-page write-up reflecting on the project.
• student changes from fall to spring
• (refer to van Hiele levels)
• key instructional tasks/strategies you
  implemented and ideas for differentiation
• lessons learned as a teacher of mathematics
  while you focused on this topic
• Lessons learned on collaboration.