The successful facilitation of CCSS is based on
the social learning environment of the classroom.
Does your class have a norm that requires students to
provide an explanation with their solution?
This norm, if present, places importance on HOW students solved a problem rather than just IF they solved the problem.
Norms should include:
1.
Provide explanations and justifications as part
of your solution process.
2.
Attempt to make sense of their classmate’s solutions
by asking questions for clarification.
3.
Communicate when you don’t understand or agree
with solutions others present, spurring healthy debate between and among
students. (Purposeful talk)
Eventually, these discussions become a natural part of the
classroom discourse and can occur in an organized way without your
direction. These norms are established
through a process of negotiation in which you make your expectations clear but
also involve students in the process of implementing the norms. (Cobb, 2000).
It is likely you will need to model these sorts of behaviors
for your students, until it becomes a natural part of your math classroom. You can scaffold this by asking challenging
and probing questions. To do this
effectively, you need a deep understanding of the mathematics you teach so you
can support student engagement in this practice.
You should think about what sorts of expectations and
behaviors support desired engagement during mathematics instruction and what
detracts from it.
