Instructional Rounds Math by Beedlow

Questioning Strategies

jbeedlow — 2014-12-04 19:34:28 UTC

High-Level Tasks Assigned

jbeedlow — 2014-12-04 19:34:28 UTC

Academic Vocabulary/Prior Knowledge

jbeedlow — 2014-12-04 19:34:28 UTC

Reflections on thinking (verbal or written)

jbeedlow — 2014-12-04 19:34:28 UTC

Productive Struggle Time

jbeedlow — 2014-12-04 19:34:28 UTC

Discourse/Justification/Explanations

jbeedlow — 2014-12-04 19:34:28 UTC

Teacher Talk vs. Student Talk

jbeedlow — 2014-12-08 20:26:18 UTC

2014-12-09 17:01:19 UTC

Questions to make sure students are engaged in activity

2014-12-09 17:03:26 UTC

"Give her feedback on her strategy"

jbeedlow — 2014-12-09 17:04:19 UTC

"We used inverse operations."

2014-12-09 17:05:36 UTC

write your own function; mapping out what is happening in the function

2014-12-09 17:06:22 UTC

students must ask at least 2 questions of student presenting

jbeedlow — 2014-12-09 17:08:21 UTC

Mapped out the function scenario in order to self-correct

jbeedlow — 2014-12-09 17:09:23 UTC

domain vs range (functions)

jbeedlow — 2014-12-09 17:09:56 UTC

multiplying with decimals

jbeedlow — 2014-12-09 17:10:27 UTC

figuring out how to keep a balance level

2014-12-09 17:11:08 UTC

Explaining why they chose 0.75 to represent 45 seconds

jbeedlow — 2014-12-09 17:11:38 UTC

"I did exact same thing but I said to maintain balance you subtract 3 from both sides."

2014-12-09 17:12:05 UTC

Giving real world example of a function to make connections

jbeedlow — 2014-12-09 17:12:40 UTC

Written justification of HOW to keep the problem balanced

jbeedlow — 2014-12-09 17:13:51 UTC

Teacher said the answer was 6, students disagreed and were able to explain their thinking

2014-12-09 17:14:03 UTC

turn and talk with neighbors about keeping equation balanced before sharing with class

2014-12-09 17:14:58 UTC

Timer used to keep students on track/schedule

jbeedlow — 2014-12-09 17:15:23 UTC

Students were repeating other's explanations in their own words

2014-12-09 17:15:55 UTC

What did you think of her strategy?

jbeedlow — 2014-12-09 17:17:22 UTC

Problems selected required more Writing and verbal explanations of strategies, instead of procedurals

jbeedlow — 2014-12-09 17:19:13 UTC

Continue to ask "Why?"

jbeedlow — 2014-12-10 21:13:58 UTC

S willing to share out wrong

thinking after initial discussion

jbeedlow — 2014-12-10 21:15:37 UTC

S in 1/3 of classes making

generalizations about previous

problems solved as they apply

to all equations

jbeedlow — 2014-12-10 21:16:11 UTC

S given solo time to work through on their own prior to working with group 2/3

jbeedlow — 2014-12-10 21:22:17 UTC

S sharing out and responding

to other S answers in 2/3 classes

S had explanations in books to

justify in 3/3 classes (not all in

the particular lesson we saw,

but there was evidence)

jbeedlow — 2014-12-10 21:25:38 UTC

lessons seemed to be low level:

knowledge/comprehension

early in unit 3/3

jbeedlow — 2014-12-10 21:26:29 UTC

mantissa (scientific notation)

inverse (one step equations)

scientific notation

standard form

jbeedlow — 2014-12-10 21:27:21 UTC

Comprehension/Application:

relating what students see on

a calculator to the meaning in

context of the lesson

jbeedlow — 2014-12-10 21:28:07 UTC

T uses prior knowledge to remind students of

exponent rules

jbeedlow — 2014-12-10 21:28:43 UTC

Low level questions in 2/3

classes. Example: a submarine

diving below sea level means

"positive or negative number?

Could have been rephrased to ask

for the meaning of diving below

sea level mathematically.

S

jbeedlow — 2014-12-10 21:29:56 UTC

S "I messed up first but I

remembered the exponent

showed me how many times

to move from the decimal"

jbeedlow — 2014-12-10 21:31:17 UTC

S able to explain the product

of powers.

jbeedlow — 2014-12-10 21:31:50 UTC

S confused about how to create the balance, during solo time, questions were written down to ask for clarification.

jbeedlow — 2014-12-10 21:32:43 UTC

How could scientific notation be used

outside of school? What kinds of jobs

would require this knowledge?

jbeedlow — 2014-12-10 21:33:18 UTC

How did you know your number

should be big instead of small?

S asked another S

jbeedlow — 2014-12-10 21:34:50 UTC

Look back at previous

problems to help you with

your questions.

jbeedlow — 2014-12-10 21:35:22 UTC

The number needs to be

between 1 and 10

jbeedlow — 2014-12-10 21:35:37 UTC

connecting models to equations

jbeedlow — 2014-12-10 21:38:43 UTC

I tuned out for a minute, can someone

tell me what will represent the

rectangle? Other students admitted

that they had also stopped listening

jbeedlow — 2014-12-10 21:49:08 UTC

jbeedlow — 2014-12-10 21:49:32 UTC