Orchestrating Productive Discussions of Student Responses: Helping Teachers Move Beyond “Showing and Telling”Oct. 19, 2011
This webinar will focus on 5 Practices in which teachers can engage that will make classroom discussions that build on students thinking more manageable and limit the amount of improvisation needed. The practices include: anticipating what students will do, monitoring students as they work, selecting particular solutions to share, sequencing solutions in a particular order, and connecting different solutions to each other and to the mathematical ideas driving the lesson.
University of Pittsburgh School of Education
Margaret Smith is a Professor in the Department of Instruction and Learning in the School of Education and a Senior Scientist at the Learning Research and Development Center, both at the University of Pittsburgh. She works with preservice middle and high school mathematics teachers at the University of Pittsburgh, with doctoral students in mathematics education who are interested in becoming teacher educators, and with practicing elementary, middle and high school mathematics teachers and coaches locally and nationally. Over the past decade she has been developing research-based materials for use in the professional development of mathematics teachers and studying what teachers learn from the professional development in which they engage. She secured funding for four NSF projects to support these efforts. She has authored or coauthored 6 books, 8 edited books, 15 book chapters, and more than 25 peer-reviewed articles. She was a member of the Board of Directors of the National Council of Teachers of Mathematics (2006-2009). In 2006 she was selected to receive the Chancellor’s Distinguished Teaching Award given annually to honor outstanding faculty at the University of Pittsburgh. In 2009 she received the award for Excellence in Teaching in Mathematics Teacher Education from the Association of Mathematics Teacher Educators.