Home > Teacher’s Guide Resource Companion > Page 4 > Demo “As educators plan student learning…” > Example Video Set

Think Classroom And Beyond

 

Cathy Fosnot – Why is numeracy important

Facilitative Prompts

  • Prior to viewing: What comes to mind when you think about how a specific task impacts learning? What would an educator be thinking about, doing, modelling and observing with students throughout the learning process?
  • While viewing the video: What do you notice the teacher doing? What are the students doing? How does the instruction promote these behaviours or support understanding?
  • After viewing: What key ideas emerged for you? What further learning might you and your school community engage in regarding strategies or processes that deepen understanding of number?

 


Who owns the learning?

Facilitative Prompts

  • Prior to viewing: What comes to mind when you think about how a specific task impacts learning? What would an educator be thinking about, doing, modelling and observing with students throughout the learning process?
  • While viewing the video: What do you notice the teacher doing? What are the students doing? How does the instruction promote these behaviours or support understanding?
  • After viewing: What key ideas emerged for you? What further learning might you and your school community engage in regarding strategies or processes that deepen understanding of number?

 


What is a mathematician?

Facilitative Prompts

  • Prior to viewing: What comes to mind when you think about how a specific task impacts learning? What would an educator be thinking about, doing, modelling and observing with students throughout the learning process?
  • While viewing the video: What do you notice the teacher doing? What are the students doing? How does the instruction promote these behaviours or support understanding?
  • After viewing: What key ideas emerged for you? What further learning might you and your school community engage in regarding strategies or processes that deepen understanding of number?

 


Math through a Social Justice Lens

Facilitative Prompts

  • Prior to viewing: What comes to mind when you think about how a specific task impacts learning? What would an educator be thinking about, doing, modelling and observing with students throughout the learning process?
  • While viewing the video: What do you notice the teacher doing? What are the students doing? How does the instruction promote these behaviours or support understanding?
  • After viewing: What key ideas emerged for you? What further learning might you and your school community engage in regarding strategies or processes that deepen understanding of number?