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?
1. I was taught in the 70's, so sometimes I find better ways to reach a math goal. It also lets me understand my students better. The more I can understand them and their thinking, the easier it is for me. I co-teach with a younger teacher and she always works problems differently than I do. We learn a lot from each other, help each other, and in the end we make each other better teachers. You shouldn't have to do this each year and you get some new examples to use in the next year's class. It will also help me with my questioning skills and what actions to take when kids don't get it or get it very quickly.
ReplyDelete2. I think there are some questions that arise "in the moment", but you can plan for the majority of student questions. It makes your class more manageable and I don't end up looking like an idiot! I'm not the greatest at improvising. The class would also not get off on a tangent. Knowing those questions and misconceptions helps me move everyone toward that math goal.
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Delete1. I would expect to have more time in the class to listen to the students and ask them why they think their way is correct. This will also give me more time in class to look at the 4 Practices. If I can anticipate what the students will be doing, I can have deeper conversations with students and reinforce or intervene on their learning.
ReplyDelete2. I feel most teachers get the same questions every year. If teachers can plan for a majority of the questions in advance, they can either have answers ready for those questions, or explain during the problem what the answer to that question is. If you have the answers to these questions ready in advance, you can have more time in class to better understand how the students are learning the material.
Steven as I was reading your #2 it dawned on me that this is why teachers really should make an effort to reflect and write down important information about how a lesson went. If we kept track of those same questions, we would have our answers/thought provoking questions all ready to go from year to year.
DeleteThanks for this insight!
Jenelle Jarnagin
ReplyDelete1) During the anticipation phase, by coming up with multiple solutions to the problem both accurate and inaccurate through a variety of entry points. This will help me have a stronger understanding where the student's thinking is at that time. I will be able to quickly assess where they are in their understanding. This will help me do a better job in guiding their learning through questioning strategies.
2) While it is true some questions come up through interactions with students they probably not at the depth that they need to be to advance the students thinking. By anticipating students responses it will give me an opportunity to come up with questions to help steer the conversations and their learning. I usually have one or two questions but when they can't answer those I normally can't come up with a question on the fly to help get them back on track so then I am back to telling them instead of having them developing their own learning.
I agree that I struggle with coming up with questions on the fly, and I feel that a lot of those questions become leading instead of thought provoking. I liked how the book gave us examples for questions that could be used for many problems. Having the student explain their thinking out loud, or asking if their process will work with different numbers are two questions that can be used multiple times.
DeleteOpps, forgot my name- -Amanda
DeleteBy spending more time planning a lesson, teachers would have a deeper understanding of what the goals are and how to get students to that goal. We would also be more able to predict where students might struggle in that journey.
ReplyDeleteTeachers who have a few years under their belt and have taught the same classes, typically will see patterns to where students flounder. If we can discern where students will struggle and why, we can create questions that will help assist them in finding the right direction to take and why. This will also help the teacher to focus on the concepts and the path we would like students to take. Also, this will help teachers feel better prepared to answer questions even if they are not the same exact questions as they prepped for.
1) There are three main "payoffs" that I can immediately think of as a return on the time spent in anticipation. One is simply that by taking the time up front, I will be very familiar and well-versed with the content and math skills being presented to and worked on by students. Secondly, by spending time anticipating, I will be able to very quickly recognize what 'path' students are heading on as I walk around the room during task completion. This will help me 'line up' the students in the way I want them to present later. This will make my time spent in the Monitoring, Selecting, and Sequencing stages very efficient. And finally, it will help me come up with questions to ask students who are trying certain paths.
ReplyDelete2) Having at least a question or two loaded and ready before the lesson even begins is a smart way to lead the discussion to where it should be going. Being ready for questions that could come up is great, but seems to be a more reactive way of teaching. If we are the engineers of the learning environment in our classrooms, we should be active in that role by having questions ready before the lesson!
Sorry -- forgot my name!! Justin Johnson. :)
DeleteI agree with you Justin... any time you can spend in the anticipating phase will pay off during the other phases, plus it will in general make you more ready to facilitate the activity.
Delete1) I think the upfront planning and anticipation will payoff. As a teacher it will give me more confidence in the presentation of the lesson and in working with the students to achieve the learning goal. I think the anticipation will help eliminate the times when you are caught off guard as a teacher:)
ReplyDelete2) You can't plan 100%, but thinking about questions and common misconceptions before an activity really does help you facilitate the conversation around the concept more clearly to others.
Amanda Thorsen
ReplyDelete1. I think there are many payoff to the amount of time spent during the anticipation phase. During the lesson, you will know exactly where you want to students to go. You will also know a lot of the ways they are going to get there. Then during the lesson you can focus more on each students thoughts and understanding instead of having to worry about if their method will get them to the right answer. It will always help with catching or understanding the misconceptions and knowing what path to send students down.
2. Planning for EVERY detail would be difficult. However, I do feel that having a list of the questions that can either help understand thinking or help students move forward toward the goal will be a huge benefit. I think that we should be able to plan for many questions based on the strategies we found the students might use. We can also keep track of questions that did come up during the lesson that we did not plan on. This will help to better the lesson for the next time.
Shelly Holly
ReplyDelete1. I think there will be several payoffs to the planning that goes on before the lesson. As a teacher I will be able to be more focused and involved with my students instead of having to constantly be thinking about the next question or how I'm going to respond if a group is going in a certain direction or taking this certain path or how I'm going to help students make the connection to the goal. It will take some of the pressure off and allow me to focus on being a facilitator. I want students to be in charge of the learning, but I don't want it to be chaotic and haphazard and I feel if a teacher doesn't do some planning up front things could get out of control or not go in the intended direction.
2. Just like anticipating how students might approach a task coming up with a list of questions will give me the opportunity to focus on other things as I monitor the groups as they work on a task. I tend to be a concrete, sequential personality and improvisation is not my strong suit, so the more I can plan things the better prepared I feel.
1. The benefit of anticipating student responses will allow the teacher to be as prepared as possible to make the most out their lesson and maximize learning. If you have already thought through what you were going to say to specific situations and responses, you can ensure that your response is accurate, efficient, and will make sense to students. While it may take more time to plan upfront, you can keep your anticipated struggles- and add it to- for future lessons.
ReplyDelete2. I agree that many questions happen "in the moment" during a lesson. These questions can enhance the lesson, or sometimes can derail both students and teachers. While I don't think it's necessary to plan ALL questions for instruction, it would be beneficial to plan a few questions around the goal and/or important skill. The questions would more than likely be better thought out than an "on the spot" question.
Kate Wonders
DeleteJackie
ReplyDelete1. By anticipating their different answers, you could relate to the students that their way of thinking is valid. There is no correct way to solve the problem. There are multiple paths to take to arrive at the same answer. Validation is very important.
2. Anticipating questions would help move the lesson along a little faster. You could see if your thinking of the "troubled" spots, lines up with reality. If so, you could have supplemental tools ready for further explanation of the concept.
1. The anticipation phase allows the teacher to thoroughly think about possible "paths" that students might follow when solving math problems. This process will allow teachers to fully consider where students are coming from when reaching answers and how they are using their mathematical knowledge. The payoff is that the teacher can be more thoughtful and plan ahead responses to help extend the learning of those that are getting the answer correct and re-mediating any errors that are taking place.
ReplyDelete2. When teachers can anticipate possible strategies and answers that their students might come up with while solving problems, they can plan questions ahead of time that will validate and/or challenge their students thinking. This planning questions ahead of time will make discussions within the class or on an individual basis more focused without just feeding answers to students.
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?
ReplyDeleteAnticipating may be time consuming but it is the best way to know the direction you are wanting your lesson to go. A great time to make sure your lesson is going to reach the goal of what you are wanting the students to take from the lesson.
Taking that initial time to think of their responses, you would be able to pay attention to them in class instead of trying to think of "what's next" because that part is already done. Also, I feel that this step makes me feel the most prepared which in return would make me more confident in the classroom.
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?
I think there will always be a good balance of "in the moment" questions and questions that were anticipated prior to the lesson. Having those questions prepped, we can make sure that we have different levels of thinking.
Kelsey Burger
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? I would expect the trade-off to be a better, more organized class, where the teacher would be much less likely to be caught off guard by questions or possible solutions.
ReplyDelete2. 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? From familiarity with the material and possibly previous teaching of the material the teacher may have already encountered questions from the mindset of someone just being introduced to the new material. The benefit to having questions in mind prior to the class is moving the class and the students toward the learning goal of the day.
1. Anticipating is thoroughly thinking through the thought process of all of my students, not just the average student. I realize I have been under prepared for many of my students by not fully anticipating how each of them could access the lesson and preparing the scaffolds necessary for them do their best. I would expect that anticipation would allow me to reach more students where they are currently working and progress their knowledge easier during a lesson. It would help me to be prepared to both remediate and extend the lesson.
ReplyDelete2. By anticipating I should have a better grasp on what my students are thinking and I can create those questions they need me to support or extend their learning experience. I will have thought through most of the entry points of the lesson to help students get started and craft good questions that I feel comfortable leaving them to answer instead of providing them with too much information. I feel like I fall into this trap with struggling students especially that I provide them with too much support because I haven’t thought through the ways to move them forward. My fix has been giving them the first idea or two which I know see robs them of their think time and a chance to gain confidence and grow.