EDU 501 Marie Westman by Marie Willis https://padlet.com/westmanmj/o5qgag6vxvn2 Padlet Wall for Edu 501 en-us 2018-05-10 23:07:34 UTC 2025-12-06 13:44:03 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Apple.png Data Collection Ideas westmanmj https://padlet.com/westmanmj/o5qgag6vxvn2/wish/259808205 Quantitative- quizes, end of unit assessment, story problem quizzes

Qualitative- Observation of what?, observation of student to student discussion (cognitive, metacognitive, collaborative?) Maybe listen to student conversations with eachother and myself, and document key words. Look to when/how these are spoken.]]> 2018-05-10 23:09:01 UTC https://padlet.com/westmanmj/o5qgag6vxvn2/wish/259808205 Topic Ideas westmanmj https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260279059 1. guided discussions in math problem solving
2. guided discussions on reading comprehension]]> 2018-05-13 22:15:08 UTC https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260279059 Time Line westmanmj https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260279311 TBD]]> 2018-05-13 22:17:53 UTC https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260279311 Variables westmanmj https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260279337 - students in class
- temperature of room
- behaviors
- time of day
- readiness]]> 2018-05-13 22:18:16 UTC https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260279337 Places To Find Articles westmanmj https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260279437 ERIC- https://tinyurl.com/y8kl9qjs
Library- https://tinyurl.com/y9np5wen]]> 2018-05-13 22:19:12 UTC https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260279437 Marygrove Library Log In westmanmj https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260279860 2018-05-13 22:23:36 UTC https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260279860 School/Parent Consent westmanmj https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260280046 - How do I get this?
- How long will it take to get school consent?
- If a parent says no, do I not include the student in the lesson? Or just not his/her data?
- Will I change things as I go?]]> 2018-05-13 22:25:28 UTC https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260280046 Ethics westmanmj https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260280243 - not sharing with other educators
- keep student data private
- pick a random sampling 
- how could students be harmed in this?]]> 2018-05-13 22:27:13 UTC https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260280243 Website westmanmj https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260280822 1. Keys To Productive Discussions in the Math Classroom 
- sentence starters
- tips to facilitate
- sharing strategies for the class

]]> 2018-05-13 22:34:05 UTC https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260280822 Sample Literature Reviews westmanmj https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260281302 https://libguides.uwf.edu/c.php?g=215199&p=1420828]]> 2018-05-13 22:40:25 UTC https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260281302 Literature Review 1 westmanmj https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260289176 Troci, A., Taylor, C., Starling, T., Sztajn, P., & Heck, D. (2015). Launching A Discourse-Rich Mathematics Lesson. Teaching Children Mathematics, 21(5). Retrieved , from file:///C:/Users/WillisMa/Downloads/tcm2014-12-276a.pdf

Heck, Starling, Sztajn, Taylor and Trocki (2015) in their article “Launching A Discourse-Rich Mathematics Lesson” discusses the importances of fostering opportunities for students to make connections, analyze situations, and create and argue solutions with one another.  Their article talks about how purposeful discourse promotes these behaviors, and it can be done in mathematics.  The article looks at the launch phase of a lesson and explains three different think-aloud strategies.


]]> 2018-05-14 00:01:35 UTC https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260289176 Citation Website westmanmj https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260289374 2018-05-14 00:03:10 UTC https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260289374 Literature Review-3 westmanmj https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260636054 Akman, O., & Alagoz, B. (2018). Relation between Metacognitive Awareness and Participation to Class Discussion of University Students. Universal Journal of Educational Research, 6(1), 11-24. Retrieved , from eric.ed.gov doi:www.hrpub.org

Akman and Alagoz (2018) in their article “Relation between Metacognitive Awareness and Participation to Class Discussion of University Students state that inquiry should be “based on cognitive approach, student-centered, question and inquiry-based, free of memorization and focused on high-level cognitive skills”.  In their article, they say that learning should not be teacher-centered.  Also, they state that they found a positive correlation between books read and participation in class, and a moderate correlation between participation in class discussion and metacognition awareness.


]]> 2018-05-14 20:30:03 UTC https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260636054 Literature Review 5 westmanmj https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260636321 Julie M. Smith & Rebecca Mancy (2018) Exploring the relationship between metacognitive and collaborative talk during group mathematical problem-solving – what do we mean by collaborative metacognition?,Research in Mathematics Education, 20:1, 14-36, DOI: 10.1080/14794802.2017.1410215

Mancy and Smith (2018) in their article want to better understand the relationship between collaborative talk and metacognitive talk during group mathematical problem solving.  They videotaped primary students, ages 9 to 10, in a naturalistic classroom setting during group mathematical problem-solving. Student talk was coded for metacognitive, cognitive, social, and collaborative content.  They found that metacognitive talk was more was more likely to meet the criteria for collaborative than cognitive talk was.  In the article, they state that their results suggest that collaborative metacognition arises from combined individual and group processes.]]> 2018-05-14 20:31:12 UTC https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260636321 Literature Review- 6 westmanmj https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260637695 Backer, David I. (2014). The Distortion of Discussion (Doctoral dissertation). Retrieved from Colombia Universities Library. https://doi.org/10.7916/D8GX48QX

Backer, in his article “The Distortion of Discussion” (2018), looks at what the word “discussion” means in relation to how it is being used in classrooms.  Backer states that a discussion should be “a kind of international pattern in educational contexts and connotes participation, dialogue, openness, equality and freedom, as well as other values associated with democracy”.  His articles talks about how instead, the educator speaks at length and questions foster a more controlled, unequal recitation of information occurs.Backer gives suggestions for facilitation practices and calls for greater emphasis on the form of interaction, not the content.]]> 2018-05-14 20:37:33 UTC https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260637695 Literature Review- 7 westmanmj https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260638290 Andrew Joyce-Gibbons (2016) Observe, interact and act: teachers’ initiation of mini-plenaries to scaffold small-group collaboration, Technology, Pedagogy and Education, 26:1, 51-68, DOI: 10.1080/1475939X.2016.1173089

Joyce-Gibbons (2015) looks at the behaviors or two teachers prior to deciding to initiate a mini-plenary. In his article, Joyce-Gibbons looks at the role technology and and classroom conditions play into this decision.  He also looks at the impact of mini-plenary on student learning and discusses what the initiation of mini-plenary can signify “current theoretical framing of classroom orchestration and teacher–student interaction” (Joyce-Gibbons, 2015).]]> 2018-05-14 20:39:26 UTC https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260638290 Literature Review- 2 westmanmj https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260640177 Seeley, C. (2017). Turning Teaching Upside Down. Educational Leadership, 75(2), 32-36. Retrieved , from https://www.tandfonline.com/action/showCitFormats?doi=10.1080%2F1475939X.2016.1173089 doi:ASCD

Seeley (2017) states that the traditional method of teaching math- showing students how to do a procedure, then having them do that procedure, leads to adults who do not know how to solve math problems that do not look like those in their math books.  In the article, Seeley describes an upside down math method where students are given a problem that they do not know how to solve, and they work and discuss together a problem-solving approach to a solution.  Seeley says that students will learn to improve their problem-solving skills.
]]> 2018-05-14 20:45:03 UTC https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260640177 Literature Review-4 westmanmj https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260664371 Murphy, C. (2016). Changing the way to Teach Maths: Preservice Primary Teachers’ Reflections on using Exploratory Talk in Teaching Mathematics. Mathematics Teacher Education and Development , 18(2), 29-47. Retrieved , from https://files.eric.ed.gov/fulltext/EJ1113962.pdf

In this article, Murphy looks at the reflections of 21 primary preservice teachers following a microteaching experience that focuses on the use of talk and collaborative group work as part of a special education program (Murphy, 2016). The teachers’ reflections mentioned tensions between collaborative talk and mathematics content (Murphy, 2016).  Murphy says the tensions suggests the resistance to change the practice of novice teachers may not be due to a conceptualisation of teaching mathematics, but also to awareness of student mathematic thinking as “knowing-to”.]]> 2018-05-14 23:24:20 UTC https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260664371 Literature Review- 8 westmanmj https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260666986 Arias de Sanchez, G., Gabriel 1, M., Anderson, A., & Turnbull, M. (2018). Code-Switching Explorations in Teaching Early Number Sense. Education Sciences, 8(38). Retrieved , from https://files.eric.ed.gov/fulltext/EJ1174980.pdf

The study in this article focuses on code switching- the mixing of words from from two languages- by teachers as they switch from the language of instruction, to the language of mathematics (Sanchez, Gabriel, Anderson, and Turnbull, 2018).  They did a case study on three early years’ teachers math talk.  The study found that that the teachers code switch to the mathematics register when they talked about numbers, number words and counting, to revoice students’ ideas, to explain students’ and teachers’ actions, to provide new math information, and when they choose between two terms that belonged to the math register (Sanchez, Gabriel, Anderson, and Turnbull, 2018). The article also discusses that educators avoid the using the mathematics’ register and relied instead on what the educators called “familiar language” (Sanchez, Gabriel, Anderson, and Turnbull, 2018).]]> 2018-05-14 23:43:19 UTC https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260666986 Literature Review- 9 westmanmj https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260669680 Su, H.F., Ricci, F.A., & Mnatsakanian, M. (2016). Mathematical teaching strategies: Pathways to critical thinking and metacognition. Journal of Research in Education and Science (IJRES), 2 (1), 190-200. 

This article, Su, Ricci and Mnatsakanian (2016) indicate the necessity of applying critical thinking and gives an example of how critical thinking, creativity, and flexibility in finding ways to help students better understand the concepts of number sense.  The article states that a teacher that emphasizes reasoning, logic and validity gives their students access to mathematics as “an effective way of practicing critical thinking” (Su, Ricci and Mnatsakanian, 2016).]]> 2018-05-15 00:03:58 UTC https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260669680 Literature Review- 10 westmanmj https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260672378 LaRusso, M., Jones, S., Yeon Kim, H., Kim, J., Donovan, S., & Snow, C. (2016). Impacts of a Discussion-based Academic Language Program on Classroom Interactions in 4th through 7th Grades. Society for Research on Educational Effectiveness.

LaRusso, Jones, Kim, Donovan and Snow (2016) researched the potential of high quality classroom interactions for promoting children’s academic success.  The article presents an exploratory analysis of treatment-control differences in the quality of classroom interactions in 4th through 7th grade urban classrooms (LaRusso, Jones, Kim, Donovan and Snow, 2016). ]]> 2018-05-15 00:23:13 UTC https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260672378 Questions westmanmj https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260673022 - what is important in guided discussions?
- how much discussion vs. computing
- group work vs. independent work
- how do I make sure students are discussing what I want them to discuss?
- How do I teach them to discuss?
- time factor, how to be more efficient?
- what should I spend time discussing, vs. give less time
- Do I give them the answer? 
- What if they can't find the answer, how do they get it??
- how do I use error-test?
- how do I make sure misconceptions are fixed?
- progress monitor?]]> 2018-05-15 00:28:20 UTC https://padlet.com/westmanmj/o5qgag6vxvn2/wish/260673022 Questioning Ideas westmanmj https://padlet.com/westmanmj/o5qgag6vxvn2/wish/262206283 1. Watch time
2. figure out how much time to spend on each question
3. Make higher order thinking questions
4. some way for thinking to be written down
5. ticket to exit?
6. google doc of questions to ask?
7. spend time teaching how to discuss
8. Do more with students asking for clarification, what to do if you and your partner don't have the same answer, 
9 keep in mind brain breaks

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