This checklist is designed to help implement the framework in: Lamberg, T. (2013). Whole Class Mathematics Discussions: Improving InDepth Mathematical Thinking and Learning, Pearson Publishers. *Can download worksheets from PDToolkit that accompanies book.
WholeclassmathematicsdiscussionsFrameworkchecklist click here to download
Whole Class Mathematics Discussions: Improving InDepth Mathematical Thinking and Learning
Framework for Transforming Your Teaching & Implementing the Common Core Standards of Mathematical Practice
The ultimate goal of teaching is to support student LEARNING!
THREE THINGS TO KEEP IN MIND AS YOU TEACH
 What do I want my students to learn?
 What are they learning?
 Am I being effective?
Note: Supporting mathematical learning through whole class discussion involves thinking about the larger picture of planning and teaching. This framework provides a structure for setting up the physical space, planning lessons, developing classroom routines, structuring time and facilitating discussions through Three Levels of Sense Making in order to make mathematical connections. Optimizing student learning involves situating a whole class discussion within larger mathematical goals. Whole Class discussions should be part of larger conversations that take place over time. The ultimate goal of this framework is to support student achievement in math. Teachers who have used this approach have discovered that student test scores such as state tests and MAP testing scores improved. Practice using this approach over time. It really works!!!! It is not hard to implement. It takes time to make this type of teaching part of your regular teaching routine. Perhaps you are already doing many great things listed in the framework. Fine tuning your teaching makes efficient use of your time to get results!!!
Checklist of Progress: Name: _____________________________________ Date:_________________

Not Met 
Work in Progress 
Working Great 
To do list 
Tools from Whole Class Discussion book 
Setting up the Classroom 




(Chapter 2) *P.36 Checklist

Setting up Physical Space 











Cultivating Classroom Environment/Routines




Note: Routines for (Communicating/Listening Takes place during whole class discussion. These routines take time to develop.) 
(Chapter 3) *P.60 Strategies for Your Classroom, Ideas for Developing classroom Routines 
Routines for Preparing for Discussion 




Standards of Mathematical Practice 1,4,5,7,8 
Routines for Communicating 




Standards of Mathematical Practice 2,3 
Routines for Listening/Reflecting 




Standards of Mathematical Practice 1 






Lesson Planning




Note: Third level of planning takes place during lesson/discussion. The purpose of the first 2 levels of planning is to situate the discussion in larger goals to support deeper learning. 
(Chapter 4) *P.91 Strategies for Your Classroom (Three Levels of Planning) 
First level Planning (Long term & Short Term Goals) Concepts (big ideas) Unit Plan (Sequencing/learning trajectory)





*P.92 Concept Map *P.93 Rubric for Unit Planning 
Second Level of Planning 5 ELesson Plan (Anticipating Student Reasoning/Misconceptions Errors, Format for using a problem solving approach to teaching and structuring time)





*P.94 Rubric for 5E Lesson Plan: Level 2 
Third Level of Planning (Adapting discussion to support student understanding/needs) Making decisions on what to talk about based on student reasoning during lessons 




*Rubric for Planning the Discussion: Level 3 
THE WHOLE CLASS DISCUSSION Teacher Questioning/ Supporting Mathematical Connections




Note: These levels of Sense Making make up the Whole discussion. The teacher poses a problem and issue for class to discuss. The teacher uses questions to help students make mathematical connections. Students communicate their ideas; reflect on their own ideas and others being presented to make connections. (See classroom routines section). 
(Chapter 5) See p. 69 Figure 4.1 (Identify topic for discussion based on goals) 
Three Levels of Sense Making 




*P.116 Strategies for You Classroom: The Three Levels of Sense Making 
Phase 1: Making Thinking explicit 




Standards of Mathematical Practice 2, 3, 4 
Phase II: Analyzing Each other’s solutions 




Helping students make connections from low level strategies to sophisticated strategies See p. 102103 Address Errors/Misconceptions Standards of Mathematical Practice 1,3,4,6,7,8 
Phase III: Developing New Mathematical Insights



See Case Study p.103107 Identify “big ideas” in Lesson and create a record Standards of Mathematical Practice 1,2,4,5,6,7,8






Improving Teaching Through Reflection 

Reflecting on Your Teaching (Making Teaching Visible) (Chapter 6) 
What are you currently doing? 
What is working/what is not? 



Making teaching Visible What are you currently focusing on? 




See: Reflecting on Practice Questions throughout chapters & *Reflecting on Your Practice Worksheets in End of Chapter Study Guides

Next Steps:
WHOLE CLASS DISCUSSION FRAMEWORK – Can be downloaded
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