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AUTHENTIC INQUIRY :
MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS
CAMT 2016
Mark Townsend
ABOUT ME
Name: Mark Townsend
Years Taught: Four
Classes Taught: Algebra 1, Geometry, Pre
Calculus, AP Calculus
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016
Direct
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016
I hope to give you a few practical strategies and resources for adding
inquiry into your classroom.
I hope to receive your insights on how we can treat our students like
professional mathematicians.
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016
If you had infinitely many 1-meter sticks, could you cut a stick to
represent each number from 0 to 1 meters?
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016
Boundedness
Cardinality
Group Theory
Euclidean Construction
CURIOSITY
Children ask questions. A lot of questions.
So many questions
Why?"
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016
INQUIRY
How People Learn: Brain, Mind, Experience, and School
(Bransford JD, Brown AL, Cocking RR, 2000)
To develop competence in an area of inquiry, students must:
(a) have a deep foundation of factual knowledge, (b) understand facts and ideas in the
context of a conceptual framework, and (c) organize knowledge in ways that facilitate
retrieval and application.
Remembering
Understanding
Applying
Evaluating
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016
Creating
INQUIRY AS A FRAMEWORK
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016
Build Vocabulary.
Expect good writing.
Facilitate Peer-Review.
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016
BUILD VOCABULARY
[VOCABULARY WORD]
DEFINITION:
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016
FACILITATE PEER-REVIEW
http://tinyurl.com/tdelia
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016
4 5.2
8
14
17
22.67
67 144.6 520 2748 4917 11600
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016
In school, were rewarded for having the right answer, not for asking a
good question. -Richard Saul Wurman, Co-Founder of TED Conference
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016
Meaningful Task
POSITIVE INTERDEPENDENCE
Goals
Resources
Rewards
Roles
(Productive Group Work (2009); Frey, Fisher, & Everlove)
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016
If you had infinitely many 1-meter sticks, could you cut a stick to
represent each number from 0 to 1 meters?
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016
CONCLUDING THOUGHTS
My Experience with
the Five Proficiencies
of Professional
Mathematicians
A Note On Assessment
What is assessed should
reflect what is valued!
TownsendCAMT2016.weebly.com
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016