The Five Practices: Anticipate, Monitor, Select, Sequence, and Connect, from the book 5 Practices for Orchestrating Productive Mathematical Discussions by Margaret S. Smith and Mary Kay Stein, is a strategy used to help teachers guide classroom mathematical discussions. This is an instructional routine used in the Open-Up Math curriculum. This strategy can be used in any grade level Math class.
This is an instructional routine to develop and support effective, student-driven, academic discourse, created by Margaret Smith of the Institute of Learning and used in the Open Up Resources 6-8 Math Curriculum. It is appropriate for all math classrooms and could be adapted to other content areas. Using the 5 Practices, teachers strategically organize discourse for a math lesson. When determining an appropriate activity to use the 5 Practices, consider how active the student task or lesson is. Active learning is described as “involving students in doing things and thinking about what they are doing” (Bonwell and Eison 1991, p. 5). Does it provide students with more than one way to solve? Is it providing opportunities for students to problem solve, discuss, and explain their thinking? In the Open-Up Math curriculum, several of the steps (anticipating, sequencing, and connecting) are addressed through the materials provided in the activity narrative, launch, and synthesis sections.
Using the Five Practices to effectively create and sustain a productive mathematical discussion during a differentiated lesson is a foundational tool teachers can use to better support all students with disabilities. In order to use the Five Practices effectively to support students with disabilities teachers should consider the following modifications:
Modifications:
Before deciding on a differentiated lesson plan to use the Five Practices in, teachers should consult with special education department administrators or special education that can give extra guidance on both the accommodations and modifications that should be considered on assessments and the best types of lesson plans to use given the disability types in a classroom. See the "Differentiating Instruction for Success in Special Education" and “Differentiated Instruction for Students with Learning Disabilities” in the resource section below for more information.
If multiple teachers are present in a classroom, careful thought should be put into co-teaching models and how they integrate into a differentiated lesson plan using the Five Practices. See the "How to Choose a Co-Teaching Model" and “Differentiation Within the Inclusion Classroom Model” in the resource section below for more information.
This strategy provides teachers with strong supports to use while engaging English learners in applying mathematical language and skills.
English learners may be required to use all four domains of language, reading, writing, speaking and listening while engaging in learning activities related to to the 5 practices. In order to support English learners consider the following modifications:
Modifications:
Differentiate lesson materials and ways of expressing learning. English learners at all levels of proficiency require scaffolds to support their acquisition of English language concurrent with content learning. Alongside considering misconceptions, consider supports and/or alternative means of express learning English learners may require during the lesson. Consult data about learners’ language level when determining appropriate supports and learning products. See the “Descriptions of What English Learners “Can Do” at Various Language Levels” resource in the resource section below for more information.
Which problems will most likely be the most useful in addressing the mathematics?
What do you want to highlight during the select and sequencing steps?
How will students share their work with the class?