LAWton PD August 2014
Introduction Video:
http://www.cnn.com/video/#/video/world/2011/03/18/japan.tsunami.week.slideshow.cnn?iref=videosearch Toulmin Method Video: https://www.youtube.com/watch?v=DYPPQztuOY Toulmin Method Website: https://owl.english.purdue.edu/owl/resource/588/03/ 
Possible Website to use for presentation:

Powerpoint from Monday's presentation:


OCTM 2014
The Language of Mathematics: Meaningful Mathematics Vocabulary
vocabulary_presentation.pdf  
File Size:  1136 kb 
File Type: 
vocabulary_presentation.pptx  
File Size:  1172 kb 
File Type:  pptx 
5 Practices for Orchestrating Productive Mathematics Discussions
Learn the 5 practices for facilitating effective inquiryoriented classrooms:
Learn the 5 practices for facilitating effective inquiryoriented classrooms:
 Anticipating what students will dowhat
strategies they will usein solving a problem
 Monitoring their work as they approach the
problem in class
 Selecting students whose strategies are worth
discussing in class
 Sequencing those students' presentations to
maximize their potential to increase students' learning
 Connecting the strategies and ideas in a way
that helps students understand the mathematics learned
Quick Draws
Quick Draw is an engaging mathematical activity that helps students develop their mental imagery. A figure such as the one shown below is presented briefly to students. They are asked to “Draw what you saw.” When students have drawn their figure, give them a second look. Finally, uncover the figure and ask students to describe what they saw. Encourage a wide range of interpretations. Some will see it as a twodimensional figure while others may give it a threedimensional interpretation. When they draw, they must work from a represented image since the figure shown is no longer in view. Finally, they are asked to describe what they saw and explain how they drew their sketch. As students listen to the ways others saw the figure, they are stimulated to reflect on their constructive activity and to consider other interpretations. It is often the case that students will describe new ways of viewing the figure as a direct result of listening to the descriptions of others.
The discussion of what they saw is a crucial component of the activity. Encourage students to talk about their drawings. Show enthusiasm for all interpretations. Be nonjudgmental, accepting all descriptions. Some students will be inspired by what others say. It is not unusual for five or more different ways of seeing the figure to be described. The whole class discussion of Quick Draw figures helps students get comfortable explaining their thinking to the class. There are no wrong answers. This carries over to lesson discussions of other topics. In learning mathematics, it is important that students become competent at articulating their thoughts as well as listening to other students.
Quick Draw is an engaging mathematical activity that helps students develop their mental imagery. A figure such as the one shown below is presented briefly to students. They are asked to “Draw what you saw.” When students have drawn their figure, give them a second look. Finally, uncover the figure and ask students to describe what they saw. Encourage a wide range of interpretations. Some will see it as a twodimensional figure while others may give it a threedimensional interpretation. When they draw, they must work from a represented image since the figure shown is no longer in view. Finally, they are asked to describe what they saw and explain how they drew their sketch. As students listen to the ways others saw the figure, they are stimulated to reflect on their constructive activity and to consider other interpretations. It is often the case that students will describe new ways of viewing the figure as a direct result of listening to the descriptions of others.
The discussion of what they saw is a crucial component of the activity. Encourage students to talk about their drawings. Show enthusiasm for all interpretations. Be nonjudgmental, accepting all descriptions. Some students will be inspired by what others say. It is not unusual for five or more different ways of seeing the figure to be described. The whole class discussion of Quick Draw figures helps students get comfortable explaining their thinking to the class. There are no wrong answers. This carries over to lesson discussions of other topics. In learning mathematics, it is important that students become competent at articulating their thoughts as well as listening to other students.
Videos and Stop Motion: A Different Way for Students to Show what they know
imotion  apple
Quick Draw is an engaging mathematical activity that helps students develop their mental imagery. A figure such as the one shown below is presented briefly to students. They are asked to “Draw what you saw.” When students have drawn their figure, give them a second look. Finally, uncover the figure and ask students to describe what they saw. Encourage a wide range of interpretations. Some will see it as a twodimensional figure while others may give it a threedimensional interpretation. When they draw, they must work from a represented image since the figure shown is no longer in view. Finally, they are asked to describe what they saw and explain how they drew their sketch. As students listen to the ways others saw the figure, they are stimulated to reflect on their constructive activity and to consider other interpretations. It is often the case that students will describe new ways of viewing the figure as a direct result of listening to the descriptions of others.
The discussion of what they saw is a crucial component of the activity. Encourage students to talk about their drawings. Show enthusiasm for all interpretations. Be nonjudgmental, accepting all descriptions. Some students will be inspired by what others say. It is not unusual for five or more different ways of seeing the figure to be described. The whole class discussion of Quick Draw figures helps students get comfortable explaining their thinking to the class. There are no wrong answers. This carries over to lesson discussions of other topics. In learning mathematics, it is important that students become competent at articulating their thoughts as well as listening to other students.
Quick Draw is an engaging mathematical activity that helps students develop their mental imagery. A figure such as the one shown below is presented briefly to students. They are asked to “Draw what you saw.” When students have drawn their figure, give them a second look. Finally, uncover the figure and ask students to describe what they saw. Encourage a wide range of interpretations. Some will see it as a twodimensional figure while others may give it a threedimensional interpretation. When they draw, they must work from a represented image since the figure shown is no longer in view. Finally, they are asked to describe what they saw and explain how they drew their sketch. As students listen to the ways others saw the figure, they are stimulated to reflect on their constructive activity and to consider other interpretations. It is often the case that students will describe new ways of viewing the figure as a direct result of listening to the descriptions of others.
The discussion of what they saw is a crucial component of the activity. Encourage students to talk about their drawings. Show enthusiasm for all interpretations. Be nonjudgmental, accepting all descriptions. Some students will be inspired by what others say. It is not unusual for five or more different ways of seeing the figure to be described. The whole class discussion of Quick Draw figures helps students get comfortable explaining their thinking to the class. There are no wrong answers. This carries over to lesson discussions of other topics. In learning mathematics, it is important that students become competent at articulating their thoughts as well as listening to other students.
Stop Motion Lite  Android
Quick Draw is an engaging mathematical activity that helps students develop their mental imagery. A figure such as the one shown below is presented briefly to students. They are asked to “Draw what you saw.” When students have drawn their figure, give them a second look. Finally, uncover the figure and ask students to describe what they saw. Encourage a wide range of interpretations. Some will see it as a twodimensional figure while others may give it a threedimensional interpretation. When they draw, they must work from a represented image since the figure shown is no longer in view. Finally, they are asked to describe what they saw and explain how they drew their sketch. As students listen to the ways others saw the figure, they are stimulated to reflect on their constructive activity and to consider other interpretations. It is often the case that students will describe new ways of viewing the figure as a direct result of listening to the descriptions of others.
The discussion of what they saw is a crucial component of the activity. Encourage students to talk about their drawings. Show enthusiasm for all interpretations. Be nonjudgmental, accepting all descriptions. Some students will be inspired by what others say. It is not unusual for five or more different ways of seeing the figure to be described. The whole class discussion of Quick Draw figures helps students get comfortable explaining their thinking to the class. There are no wrong answers. This carries over to lesson discussions of other topics. In learning mathematics, it is important that students become competent at articulating their thoughts as well as listening to other students.
Quick Draw is an engaging mathematical activity that helps students develop their mental imagery. A figure such as the one shown below is presented briefly to students. They are asked to “Draw what you saw.” When students have drawn their figure, give them a second look. Finally, uncover the figure and ask students to describe what they saw. Encourage a wide range of interpretations. Some will see it as a twodimensional figure while others may give it a threedimensional interpretation. When they draw, they must work from a represented image since the figure shown is no longer in view. Finally, they are asked to describe what they saw and explain how they drew their sketch. As students listen to the ways others saw the figure, they are stimulated to reflect on their constructive activity and to consider other interpretations. It is often the case that students will describe new ways of viewing the figure as a direct result of listening to the descriptions of others.
The discussion of what they saw is a crucial component of the activity. Encourage students to talk about their drawings. Show enthusiasm for all interpretations. Be nonjudgmental, accepting all descriptions. Some students will be inspired by what others say. It is not unusual for five or more different ways of seeing the figure to be described. The whole class discussion of Quick Draw figures helps students get comfortable explaining their thinking to the class. There are no wrong answers. This carries over to lesson discussions of other topics. In learning mathematics, it is important that students become competent at articulating their thoughts as well as listening to other students.
GoAnimate  Animated Videos
Go Animate is a free website that allows users to create easy animated videos. Pick your backgrounds, your characters, even the accent of the voices. Then type in the text that you want the characters to say.
Go Animate is a free website that allows users to create easy animated videos. Pick your backgrounds, your characters, even the accent of the voices. Then type in the text that you want the characters to say.