Using questions and “other moves” to enable learning Day 4: Using questions and “other moves” to enable learning

Homework, question 2: (5 min) Circumstances pushing us in “Tom’s” direction of questioning? Circumstances pushing us in “Lyle’s” direction of questioning?

Analysis of questions: Deborah Ball We will analyze a video of Deborah Ball teaching 3rd Graders. It’s the fourth day of math class in the beginning of the school year.

Class question: “You have pennies, nickels and dimes in front of you. If you pick any three coins, how many different totals can you make?” Think about the mathematics involved, possible solutions, and misconceptions that might occur. (quietly 1-2 minutes)

Discussion prompt 1 : At your tables Identify questions from Deborah, and sort the questions according to PURPOSE (i.e. “ to get the students to ___” ). We will briefly summarize our group discussions at about 11:35. (About 12 minutes discussion).

The purpose of questions: Summary:

Other movers that influence learning Other than the questions, identify specific teacher moves/decisions /classroom norms that enabled students to deepen their mathematical thinking/discourse. Link each “move” to a specific consequence in the mathematical thinking / discourse of students. (about 6-7 minutes).

Other teacher moves: Summary: