Transcript Example - Twitter Math Camp Wiki

Welcome to Day 2!
Tweet us one basic math warmup question you might use,
using #TalkLessAM
Chris Luzniak
@PiSpeak
&
Mattie Baker
@Stoodle
CSI: Color – Symbol - Image
Close your eyes...
CSI: Color – Symbol - Image
Choose a COLOR that expresses how you are feeling
Choose a SYMBOL that you think best represents your
thoughts on #talklessAM
Choose an IMAGE that you think best captures the essence
of your ideal classroom.
I used to think...
but now I think...
I used to think creating discussion is challenging
but now I think I was approaching it with the wrong mindset.
I used to think debates happened because of good questions
but now I think debates happen because of structure.
I used to think facilitating a classroom discussion would be impossible,
but now I think it...just may change how my students perceive math.
I used to think the structure of debate felt constraining,
but now I think if done right it could feel supportive. Like a good bra.
Lingering Questions...
- Time
- Participation
- Wrap-Up
MORE on Debate!
Why Debate?
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Socratic Method
Student Centered
Critical Thinking skills
Questioning skills
Public speaking skills
Literacy skills
Rhetoric skills
Research skills
Public Speaking skills
Evidence skills
Note taking skills
Refutation skills
Critical Pedagogy Skills
Teamwork Skills
And more!
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Civics
Current Events
Philosophy
Critical Theory
Critical Thinking
Humanities
Rhetoric
Political Science
Economics
• Debate Across the
Curriculum – any
subject area
Why Debate…in STEM?
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Meaningfully Engages Large Classes
Danielson connections
Improves Graduation Rates & College Readiness
Common Core connections:
CCSS.Math.Practice.MP3 Construct viable
arguments and critique the reasoning of others.
• “students understand and use stated assumptions,
definitions, and previously established results in constructing
arguments…They justify their conclusions, communicate
them to others, and respond to arguments of others.”
• “students try to communicate precisely to others…they have
learned to examine claims and make explicit use of
definitions.”
How to Start
1. Write Questions/Problems
2. Structure for Students
1. Debate-y Words
• Best/Worst (method, solution…)
• Should
• Biggest/Smallest/Most
• Weirdest/Coolest
• Always / Sometimes / Never
• Agree / Somewhat Agree / Disagree
• Include Variables
2. Structure for Students
ARGUMENT - a statement made with
sound reasoning. Every argument has two
key parts:
CLAIM - the controversial statement
being made.
WARRANT - the justification for the
claim.
QuickWrite
Describe any
patterns you see:
• 1, 3, 5, 7, 9
• 2, 3, 5, 7, 11
• 28, 21, 14, 7
Make it Debatable
Graph the function
y  8 sin( 15 x)  10

The BEST way to graph a sine
function is…
(For example,
y  8 sin( 15 x)  10 )

More Examples!
1. The square root of a number is smaller
than the original number.
2. The best way to find the slope of the line
through the points in this table…
X
Y
-4
-5
-2
-2
4
7
8
13
18
28
Try NOW!
The coordinates in black below were given (for some
numbers a,b,c and d). Are her expressions for
the coordinates in red correct?
(2c,2d)
( a, b)
(c, d )
(-a,-b)
(-0.4,-1.3)
Activity #1: Soapbox Debate
•When simplifying exponents, it is best
to start with the “negative part”
(Example:
3
4 2  2
(a b )
1
a  2b 2
)
•For life on Earth, gravity is the most
important force.
ARGUMENT = CLAIM + WARRANT
Activity #2: Four Corners
AGREE
SOMEWHAT AGREE
SOMEWHAT DISAGREE
DISAGREE
•When simplifying exponents, it is best
to start with the “negative part”
(Example:
3

( a 4 b 2 ) 2
1
a  2b 2
)
•For life on Earth, gravity is the most
important force.
ARGUMENT = CLAIM + WARRANT
Plickers!
•When simplifying exponents, it is best
to start with the “negative part”
(Example:
3

( a 4 b 2 ) 2
1
a  2b 2
)
a) AGREE
b)SOMEWHAT AGREE
c) SOMEWHAT DISAGREE
d)DISAGREE
KenKen!
3-
2÷
2
1-
5+
2÷
9x
4
•For a 4x4 puzzle, fill in with numbers 1-4.
•Do not repeat a number in any row or column.
•The numbers in each heavily outlined set of squares, called cages, must
combine (in any order) to produce the target number in the top corner of
the cage using the mathematical operation indicated.
•Cages with just one box should be filled in with the target number in the
top corner.
Guess
My Rule
Falsification
2, 4, 6
10, 12, 14
SAT Prep - Falsification
10. If a<0 and b>0, which of the
following must be true?
A) a  b  0
D) a  b  0
a
B)  0
b
E) ab  0
C) a  b  0
Take a break!
Group by what you teach...
• Create talking points for your class.
• Write some debate questions for your class.
• Develop the structure for discussion in your class.
• Check out the PBS video.
Thinking about classroom SET-UP
RUMORS!
On a piece of paper...
2-3 sentences about classroom design
• Comments on what you’ve
done/dreamed of
• Questions that you have
Rumors
STAND!
Find a partner.
(someone new?!)
Person #1
Reads Card
Person #2
Reads Card
& Discuss
SWAP!
Wrapping Up!
Open-Ended Feedback:
- “I used to think….,
but now I think…”
- Burning Questions
- Draw a picture to represent your thoughts
- Etc. etc. etc.
Contact Us!
Mattie Baker
[email protected]
@Stoodle
pythagoraswasanerd.wordpress.com
Chris Luzniak
[email protected]
@PiSpeak
clopendebate.wordpress.com