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Evidence Of Student Learning Guides The Way

 

Using the Array to Model Multiplication and Division Situations: The Apartment Problem (4:23)

Facilitative Prompts

  • While viewing the video, consider how the ideas shared might further inform or influence practice and impact student learning.
  • What further questions do you have?
  • What additional information, resources and supports are needed?
  • What are some specific next steps that can be taken based on what has been learned from this video?

 

Non-Verbal Reasoning Gestures in Math Class (3:39)

Facilitative Prompts

  • Prior to viewing: What comes to mind when you think about gestures and their use in math classrooms? How might gesture be a good “tool for thought?”
  • While viewing the video, what key ideas surface for you? What questions do you have?
  • After viewing: What might be some next steps involving building and sustaining a focus on observing gestures in your classroom and school community?

 

Observing Students’’ Gestures and Actions (3:24)

Facilitative Prompts

  • Prior to viewing: When students work strategically with numbers, what might you see, hear, notice in their learning? Thinking about progressions of learning and concepts of number, what are some important aspects that come to mind?
  • While viewing the video: What new ideas emerge for you? What questions do you have?
  • After viewing: What are the key ideas that will continue to inform your work with students in order to continue building proficiency with numbers? Why are these important?

 

Do the Math to Understand the Math: The Ribbon Problem (4:06)

Facilitative Prompts

  • Prior to viewing: What comes to mind when you think about gestures and their use in math classrooms? How might gesture be a good “tool for thought?”
  • While viewing the video, what do you notice about student gestures and their connection to the learning process? What stands out for you about student thinking, understanding, and how it is revealed? What questions do you have?
  • After viewing: What are some next steps you and your school community might take regarding gestures and their connections to student thinking and learning?