Read Me First.
Our expectations for the blog entries are that you will reflect on the questions for each chapter and make your full and complete response to each prompt. While responding to other participant's entries is not a requirement, reading those entries is highly recommended.
While you are reading the book, remember to find 2 or 3 sentences that deeply resonate with you. We will need these sentences in our next session. (Perhaps highlight the page number and highlight the sentence to make it easy to locate next week.).
Tuesday, July 31, 2018
Introduction
Introduction.
Do you agree that students learn when they are encouraged to become authors of their own ideas and when their thinking is held accountable to key ideas in the discipline? Why or why not? What implications does this point of view have for teaching?
Do you agree that students learn when they are encouraged to become authors of their own ideas and when their thinking is held accountable to key ideas in the discipline? Why or why not? What implications does this point of view have for teaching?
Chapter 1: Introducing the Five Practices
Chapter 1:
1. Anticipating is an activity that is likely to increase the amount of time spent in planning a lesson. What would you expect to be the payoff for this investment of time?
2. Many teachers believe that questions arise "in the moment", as a result of classroom interactions. To what extent can teachers plan questions in advance of the lesson? What benefit might there be in having some questions ready prior to a lesson?
1. Anticipating is an activity that is likely to increase the amount of time spent in planning a lesson. What would you expect to be the payoff for this investment of time?
2. Many teachers believe that questions arise "in the moment", as a result of classroom interactions. To what extent can teachers plan questions in advance of the lesson? What benefit might there be in having some questions ready prior to a lesson?
Chapter 2: Laying the Groundwork: Setting Goals and Selecting Tasks
Chapter 2:
1. How would you describe the relationship between the goal for a lesson and the instructional activities in which students are to engage during the lesson?
2. What do you see as the costs and benefits of using high-level (i.e. cognitively challenging) tasks as the basis for instruction?
1. How would you describe the relationship between the goal for a lesson and the instructional activities in which students are to engage during the lesson?
2. What do you see as the costs and benefits of using high-level (i.e. cognitively challenging) tasks as the basis for instruction?
Chapter 3: Investigating the Five Practices in Action
Chapter 3:
1. What, if anything, would you have liked to see Darcy Dunn do differently? How do you think the changes that you propose would have affected student learning?
2. Compare the instruction in Darcy Dunn's class with the instruction in David Crane's class. How were they the same, and how were they different? What impact do you think the differences may have had on student's opportunities to learn?
1. What, if anything, would you have liked to see Darcy Dunn do differently? How do you think the changes that you propose would have affected student learning?
2. Compare the instruction in Darcy Dunn's class with the instruction in David Crane's class. How were they the same, and how were they different? What impact do you think the differences may have had on student's opportunities to learn?
Chapter 4: Getting Started: Anticipating Students' Responses and Monitoring Their Work
Chapter 4:
1. What do you see as the advantages of solving the task in which students will engage? Is this something you routinely do? Why or why not?
2. Why might you want to anticipate both correct and incorrect approaches to solving a task?
3. How might a monitoring chart such as the one shown in figure 4.5 be useful to you in your work?
1. What do you see as the advantages of solving the task in which students will engage? Is this something you routinely do? Why or why not?
2. Why might you want to anticipate both correct and incorrect approaches to solving a task?
3. How might a monitoring chart such as the one shown in figure 4.5 be useful to you in your work?
Chapter 5: Determining the Direction of the Discussion: Selecting, Sequencing, and Connecting Students' Responses
Chapter 5:
1. Under what circumstances or conditions do you think it makes sense to publicly share incorrect approaches with students? How would you do this so that students were not left thinking that incorrect approaches were valid?
2. Does who presents a solution to a task really matter as long as the desired solutions are made public? Why or why not?
1. Under what circumstances or conditions do you think it makes sense to publicly share incorrect approaches with students? How would you do this so that students were not left thinking that incorrect approaches were valid?
2. Does who presents a solution to a task really matter as long as the desired solutions are made public? Why or why not?
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