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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 .

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Using questions and “other moves” to enable learning

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

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

  3. 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.

  4. 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)

  5. Discussion prompt 1 : • At your tables Identify questionsfrom 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).

  6. The purpose of questions: Summary:

  7. 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 / discourseof students. (about 6-7 minutes).

  8. Other teacher moves: Summary:

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