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Connecting has been described as connecting (1) students' ideas to the content and (2) students' ideas to each other. We should also think about it as connecting students' language to the academic language.

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Monitoring for adjusting lesson implementation; anticipating for core ideas; implementing in chunks vs. holistically; selecting & sequencing to support practices

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Think about how to connect in a way to build into the envisioned lecture; reducing lecture to bullet points and determining areas where students ideas can build into these.

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Not being constrained by anticipating. Time management in terms of presenting ideas and elaborating them.

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Technology as a tool for supporting effective monitoring. Improvisation within 5 Practices -- planned vs. enacted curriculum. Anticipating & monitoring for equity.

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Monitoring to guide most effective implementation of activity.

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Ms. Nichols had a vision for where she wanted the conversation to head but allowed detours to explore students ideas. Sequencing and selecting aid in connecting. Connecting from one year becomes anticipation the next iteration.

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Bannister connects the ideas made by students to his original goals throughout the discussion. He pulled them along by asking leading questions and monitoring student ideas. He effectively implemented the selecting and sequencing practices.

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Ms. Nichols used connecting in a way to have student's build their ideas from other student's representations--collaborative learning. She contrasted a wrong idea with a right idea to make sure students understand the misconceptions.

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-go from weakest -> strongest
-Choose different concepts to go after one another, don't want to repeat
-Sequencing has a goal in mind

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Select the most common, 'correct' idea to use as the cornerstone to build the lesson.
Explore other, consistent ideas to build up the main idea.
Use misconceptions to explore the lesson concept.
Chris, Jacob, Jon, Sam

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Selecting should bring the class together to understand how to achieve the common goal (solve a problem, etc).

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Address misconceptions
Find the common idea
Creative, outlier ideas
Chris, Jacob, Jon, Sam

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Selecting--------Choose representative groups if more than one have the same conceptual ideas. When sequencing, start with simplest of ideas and build up in complexity. Choose to illustrate common misconceptions early in discussion.

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Selecting--------Choose representative groups if more than one have the same conceptual ideas. When sequencing, start with simplest of ideas and build up in complexity. Choose to illustrate common misconceptions early in discussion.

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Amanda, Maria, Brad

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Monitoring:
We should make comparisons and connections while monitoring the students' work. This springboards into sequencing.
-Brad, Maria, Amanda

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know when to walk away vs when to stay and help student work through frustrations
-team onesie plus flapjacks and Hoopah minus Brad

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Active monitoring over passive, probe student understanding.
Selecting and sequencing in parallel with monitoring.
Probe as far as possible without assisting more than necessary.
Jonathan/Jacob/Megan/
Chris

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-use problems with many different solutions

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Listen to understand, not to respond.
Seek out misconceptions before lesson
-team onesie

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Engage in thought process on your own/imaginary class and try to think of "craziest" question possible. Discuss with other teachers/people to gain lesson insights/reactions
-Jacob/Jonathan/Brad

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Do the lesson/experiment yourself. Any problems or questions that you come across, you better believe your students will have a problem with it too.
-Amanda, Jennifer, Maria

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There must exist a balance between 1) allowing the students to drive their own learning and exploration and 2) making sure the students gain an understanding of the content to an appropriate extent.
-Jennifer/Jonathan/Brad

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Should be consistent with the learning goals. This could include experiments, proofs, etc. that require students to engage in math or science practices. These tasks must have learning out comes that can be measurable and assessable. Tasks should also promote engagement and discussions among students. Are Culturally Reflective/Responsive

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To build a better discussion, the teacher should recognize patterns in how the students' are thinking. If the teacher has the students explain in a sequence, the patterns will become more clear to the students and help them understand the explanations better. (Chapter 2)

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The task should reflect and support the learning goal. Higher demand tasks may require greater scaffolding to accomplish. Finally, students can produce artifacts through explanative reports/demonstrations/
data graphing.

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- Addressing misconceptions
- Collaboration and class discussion that includes a diverse array of responses. Allows students to bring in opinions, prior experiences, and cognitive resources.

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Stephen,Chris, Maria: Learning Goals and Objectives

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Stephen,Chris, Maria: Learning Goals and Objectives

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Learning goals should reflect the curriculum in content and sequence. Our objectives may be directed by the curriculum but is geared more towards the student's ability to connect reality with these overarching concepts. We think its important that our selection of goals relates to the standards.

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How to use phenomena to lead to productive discussions?

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How to use phenomena to lead to productive discussions?

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Use inherently interesting phenomena. Use a phenomena that could encompass multiple ideas so that you could keep coming back to it.

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-Involve the standards so that you ensure that you cover required material as well as be able to document that you have done so.
-Guides students to the same conclusion
-Allow for exploration so that students feel engaged in the material
-Lead to a display of understanding from the students

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Make sure it describes what students will learn after a lesson. This can be translated into lesson objectives by experimentation, data representation, analysis, and interpretation, and explanation

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We need to orient students to the storyline and to the goals / objectives for the lesson.