Conversation functions by Arturo Wong

Where to do and show work

acampos160 — 2025-09-22 20:42:18 UTC

Students show their work in their notebooks for convenience and organization.

Students Thinking: What does it mean for students to be thinking in a math classroom? What does it look like?

2025-09-22 20:42:58 UTC

*talking, making mistakes, thinking

*understanding why they are doing the assignment not just repeating steps.

*engaging with notes

*asking question as they go

*application of problems into real-world problems

*seeing math into their daily life and how it is being applied unconsciously.

Student Autonomy

mmartinez2_124 — 2025-09-22 20:43:10 UTC

a.) Independent Practice: When we as teachers grant students autonomy students take initiative in their own learning and they are accountable for themselves. When we grant autonomy we force students to think and while some rise up to the challenge others wait for instruction. Guided Practice:Whenever we do not grant that autonomy students tend to rely on us to solve problems for them.

Consolidating Lessons

2025-09-22 20:43:13 UTC

After a task, the consolidation or debrief is usually a check of student work and understanding. It does not encourage further thinking.

Collaboration

2025-09-22 20:43:18 UTC

a) Think about when and how you use collaboration in your current teaching practice. How do you group your students?

Group work (project)

Peer feedback/ reflection

Review (Study Guide)

Group by proficiency level, student choice to make it feel comfortable

b) Why do you do it that way—who does it benefit?

Shy benefit students, communication skills, and develop a culture in the classroom.

c) Does the way you currently group your students encourage or inhibit thinking?

More opportunities for students to learn, create critical thinking, and gain a deeper understanding among them.

Student Questions

jvaldez75 — 2025-09-22 20:45:15 UTC

A.) Type of Students:

Checking if their work or answers are correct (Is this correct?)

Guidance questions (What do I do next?)

Predicting questions (Will this always look the same?)

B) Teacher Answers:

It can be easier to give the answer or find their mistake, but that defeats the goal of making them independent thinkers.

Sometimes we tell them they are wrong and send them to find the mistake. It is a challenge to remember to let them troubleshoot or check their own work.

Taking Notes

2025-09-22 20:45:17 UTC

We give notes because we don't use textbooks, and we want to give students resources. It gives students something to refer to when they get stuck. Some students simply do the notes because it is required, but others do utilize them.

Using heavily guided notes can inhibit thinking if they are simply copying what the teacher is writing; they are not always processing the information when they are busy copying. It may be a more valuable resource for students if they are less guided and more of students writing down what they feel is important or helpful to them.

Tasks

2025-09-22 20:46:21 UTC

a) Have more time to do hands-on activities and collaborations.

b) both depending on the group