Asset-Focused
Co-Noticing Tool I: Huddling

ACT I

ACT I supports teachers in selecting a shared, asset-focused lens for co-noticing in the classroom. Teachers then “huddle” during the lesson to share what they are noticing and collaboratively make decisions about what to do next.

Click on the images below to explore ACT I

Part 2: Co-Notice During Instruction

Notice, huddle, & make decisions together

STEP 1

Notice using your shared
focal question.

STEP 2

Huddle to share what
you’re noticing.

STEP 3

Decide what to do next, based on what you noticed.

Part 1: Prepare to Co-Learn

Choose a focal question & plan for huddles

STEP 1:
Choose a focal question to support your co-noticing during the lesson. Use this question to challenge your assumptions and biases about students and the mathematical ideas you privilege.

a. Who is expressing their ideas? What are they sharing? Whose ideas are not being heard? Why?
b. How are students interacting with one another? Who is included? Who is excluded? Why?
c. What partial understandings do students offer? How are these ideas mathematically rich and relevant?
d. What divergent or creative approaches do students offer? How might these contributions support the group’s collective learning?

STEP 2:
Plan for in-the-moment huddles.

1. Given our focal question, are there any specific patterns of participation related to students’ racial, socio-economic, gender and/or linguistic identities we want to pay attention to?
2. How will we capture what we’re noticing? What, if any information do we want to collect?
3. When during the lesson will we huddle to check-in and share what we’re noticing?
4. What kinds of decision(s) could we make based on our noticing to leverage the assets of students often excluded or marginalized in math classrooms?

Part 3: Debrief

Reflect on our learning and make new plans

Directions: Use the prompts below to debrief your co-learning. Challenge yourselves to use specific evidence from the lesson to support your reflections and ideas.

STEP 1:
Reflect on Huddles and Decision Making in this Lesson.

1. Discuss our huddles and what we noticed related to our focal question(s).

2. How were our assumptions and biases about students’ participation and mathematical ideas challenged by what we noticed? What surprised us? Why?

3. What decisions did we make based on what we noticed? How did these decisions support students’ learning?

STEP 2:
CIdentify Insights to Build on in Future Lessons

4. How did our focal questions support our noticing? What might we focus on next?

5. What do we want to try next to leverage and center students’ mathematical assets?

6. What new ideas or questions do we have about equity-oriented instruction?

Please email Torrey Kulow at kulow@pdx.edu for more information about our project.

Please explore our site to learn about our protocols and think about how you might use them in your own work as a teacher candidate, mentor teacher, or teacher educator!

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Asset-FocusedCo-Noticing Tool I: Huddling

Click on the images below to explore ACT I

Part 2: Co-Notice During Instruction

Notice, huddle, & make decisions together

STEP 1

Notice using your shared focal question.

STEP 2

Huddle to share what you’re noticing.

STEP 3

Decide what to do next, based on what you noticed.

Part 1: Prepare to Co-Learn

Choose a focal question & plan for huddles

STEP 1: Choose a focal question to support your co-noticing during the lesson. Use this question to challenge your assumptions and biases about students and the mathematical ideas you privilege.

STEP 2: Plan for in-the-moment huddles.

Part 3: Debrief

Reflect on our learning and make new plans

Directions: Use the prompts below to debrief your co-learning. Challenge yourselves to use specific evidence from the lesson to support your reflections and ideas.

STEP 1: Reflect on Huddles and Decision Making in this Lesson.

STEP 2: CIdentify Insights to Build on in Future Lessons

Please email Torrey Kulow at kulow@pdx.edu for more information about our project.

Asset-Focused
Co-Noticing Tool I: Huddling

Notice using your shared
focal question.

Huddle to share what
you’re noticing.

STEP 1:
Choose a focal question to support your co-noticing during the lesson. Use this question to challenge your assumptions and biases about students and the mathematical ideas you privilege.

STEP 2:
Plan for in-the-moment huddles.

STEP 1:
Reflect on Huddles and Decision Making in this Lesson.

STEP 2:
CIdentify Insights to Build on in Future Lessons