![]() ![]() If it makes sense, I’ll ask the student to type what they shared with me. I’ll often ask a student who’s stuck to explain their thought. Some students need help transferring their mathematical reasoning to written form. I like to circulate and read over students’ shoulders to provide editing support.I also scanned the teacher dashboard for responses. The Pause Class feature was turned off and students were given time to write and submit their response.The co-teacher and I circulated, listened to conversations, asked questions etc….To develop mathematical understanding, students need daily opportunities to interact with math both orally and auditory. If I don’t, some students jump right into typing their response thereby ignoring their partner and skipping the discussion. I like to press, Pause Class, at this point.Students are instructed to discuss the slide prompt with either and elbow or face partner.I gave students 20 seconds to read through the slide.To foster mathematical discussion, I apply the following format. Slide 2: Using Teacher Pace, I advanced students to slide 2. This over site became evident when students were working on slide 10. My Pitfall: At first, I didn’t incorporate the vocabulary word, solution, enough before moving onto slide 2. There are a lot of students in the room picking numbers.There are a lot of numbers greater than 8.We were told to pick a number greater than 8.Me: Why are there so many dots (solutions) on the number line? Talk to your partner. Me: Talk with your face partner about what you see. Now that the number line represents correct solutions, the class discussion begins. I counted down from 5 and then pressed Pause Class. Once the pause button is turned off, many students took this opportunity to change their answer including the student who made the error. I’ll unpause the activity and give the class 5 sections to make changes. I would like the person who did slide the black dot to the 8 to regraph the point. Me: I don’t want names because it doesn’t matter who graphed this point. Once the students revealed my concern that a student graphed the 8, I say … I circulated, listened and mentally selected a few students to call on when I called back the class. I’d like you to talk with your elbow partner and find the part of the Overlay that concerns me. Me: There’s something on the number line that makes me go hmm. What happens when the overlay looks like this… ![]() By doing this, all the points on the number line correctly represent the given instructions. My last step prior to the class discussion was to turn off the Show Original feature. Using Graph Overlay, I revealed the collective responses. I warned them ahead of time to avoid over dramatic reactions. I then gave them a 10 second countdown before activating Pause Class. ![]()
0 Comments
Leave a Reply. |