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?
1. I don't know if I would have started with Beth. If she was a quiet kid, let a volunteer go first. Let Beth get comfortable with the presenting process and discussion before you put her in front of the class. Having a quiet child of my own, I know she would not have liked being called on first. I don't think this would have affected any other student's learning.
ReplyDelete2. I feel Darcy started with the mathematical goals that set the stage for instruction and discussion. David didn't start with that foundation. They both had high-level tasks. I think that and having the kids present their solutions was the only thing David did for his class, so there was actually no learning for the entire class. I'm sure there were some kids in his class that understood or got the right answer, but will not grow and connect with future concepts. Even though Darcy's class struggled with certain parts of the task, she was able to teach it as a whole class lesson. In the end, Darcy's class will meet their math goals.
1. I would not have started with a shy kid. However, I would have to know the student to determine that. If she built a good relationship with Beth earlier in the year, this is a fine choice. I do not believe that this would have affected student learning.
ReplyDelete2. Darcy’s class had mathematical goals that were identified from the beginning of the lesson. David did not seem to have one. Darcy monitored her students during work time and took note of the different strategies that were happening, right and wrong. David was more concerned about the student being on task during work time. During selection, they both did not call on anyone who had a wrong method, but David avoided the students he knew who had wrong methods. David did not seem to follow the last two steps of the 5 practices. Darcy made an order of which students to present and then had follow up connecting questions. I think Darcy’s students will learn more from the activity and think about how the lesson mattered. David’s class might just think that this is another way that math is supposed to work.
Jenelle Jarnagin
ReplyDelete1) I don't think that I would have changed anything that Mrs. Dunn did. I like how she started with the shy student, Beth, I felt it gave Beth confidence in her thinking and told other students that all voices matter. I know that starting with Beth might partly be why she ran out of time and didn't get Tamika's table but overall I don't it hurt the flow of the lesson. I also liked how she adjusted the symbolic proportion of the activity as a whole class exercise when she saw how students were struggling to the algebraic expressions.
2) They are the same because they both gave students a voice in their learning, Mrs. Dunn's gave their voice a purpose and a clear direction while Mr. Crane's was more of a free for all. By using the 5 practices, Mrs. Dunn's had a purpose she knew how she was going to proceed and build the discussion. She validated the students thinking while directing/showing them other ways to view and think about the problem by helping students make connections across the different strategies. While in Mr Crane's class he validated their voice, he did not validated the mathematics he was trying to present.
ReplyDelete1. One thing that struck me was in line 30 they said Darcy “pressed” students, I am not sure if that would be my words of choice. This sounds like she was leading them, whereas if you were just asking clarifying questions and then allow students to use the answers to the clarifying questions it may have required more of them.
The other thing that bother me (I know I am being a bit picky), is that the black tiles which they also restated as patio number, was actually a garden area. Is this making it more simple verbally and more abstract? I would have preferred to call it the garden size or something along those lines. Then you could actually picture it in your backyard.
What I am nit picking about most likely didn’t have any affect on the students, these were just my observations.
2. Similarities between the David and Darcy: Interactive tasks for students, walked around and monitored, had students present
However, as David walked around and observed he didn’t ask clarifying questions to those students who were off track. Also, he had several students present their solutions but he did not scaffold them in a way to show students which way is the most efficient. Nor did he bridge the different methods and how they work together.
I feel that David’s students left with a much less enriched experience. While they learned the basics they have not been taught how to analyze the different ways in a way to see why certain methods may be better.
Darcy’s students definitely had a much richer emersion in to the mathematics behind the task.
1) . I like how Darcy for the most part implemented the lesson. She did a good job of helping the students get through their presentations and in having the right tools available for them to do their presentations. I feel like both are critical for this method of teaching. In the beginning we are going to have to really help coach the students through their presentations helping them with tools, vocab and explanations.
ReplyDelete2) Ms. Dunn did a great job of helping the struggling students make progress with their solutions through her questioning. While they weren't as far in their thinking as other groups, she was in general more concerned with their group learning, even though she relied on whole group to help them gain verbal descriptions and symbolic rules. She did a good job of interjecting whole group instruction into the individual presentations.
1. Looking at the lesson, I liked the layout overall. I think the one thing I would change is more of a question. At the beginning of the chapter we are told that Darcy has three goals. During the lesson though I only notice that the last goal covering different representation goals. I understand that after this lesson, Darcy will spend more days teaching this and the students will more than likely graph and look at the linear relationship. My question is, can you have too many goals for a lesson? For this particular lesson could the third goal have been the only goal? This way you can make sure that students can represent their process with an equation, and then focus on if they can graph and understand the linear function. \
ReplyDelete2. When Darcy was in the monitoring and sequencing stage of the lesson she had a more precise idea of how she wanted the whole class discussion to pan out. During David's lesson the students did get an understanding that there were multiple ways to solve a problem, but the most efficient way (or overall math goal) was not fully discussed or moved toward during the lesson. Even though Darcy could not finish her lesson in one class period her students had a better idea of what the focus was on for their math lesson.
Amanda Thorsen
1) I really can't think of anything I would change with what Ms. Dunn did. We aren't given every move she made during the lesson, but with the key points that we're told, she seemed to know her goals, notice student work, be in control, and also add in those important concepts of identity for students, as well as accountability for all.
ReplyDelete2) Ms. Dunn & Mr. Crane both gave their students a task to complete, gave them time to work on it while collaborating with others, and also called students to the front to present. Some key differences: Ms. Dunn began by having students work individually, Mr. Crane did not. This gave all students in Ms. Dunn's class the message (and expectation) that they could at least DO some math with the problem on their own, with what they brought to the table. Secondly, the student presentation time was the critical contrast in the classroom lessons. Mr. Crane's was basically a show and tell, with no continuity or connection between what the students were sharing as solutions. The math knowledge and goals were unclear to students at the end of the lesson. In Ms. Dunn's class, the presentations by students were strategically ordered by Ms. Dunn, built on each other, were connected to each other with the class discussion, and pointed all students toward the math knowledge that was the goal(s) of the lesson.
1. I thought the lesson was laid out pretty well. As I was reading through the exchanges between Ms. Dunn and her students I was sometimes bothered by her"questions." Sometimes I felt like they weren't really questions but rather statements leading students in a certain direction. This helped me see the importance of planning out some questions. As others have stated I wondered about starting the sharing with the shy quiet student. As always if a teacher knows their students they have the ability to determine how a student will respond in a given situation. I liked the way she ended her lesson by giving her students the opportunity to discuss the equations, but then asked them to answer the questions and defend their conclusion.
ReplyDelete2. Both teachers gave their students the opportunity to achieve a math goal through a high level cognitive task. In both classes the students approached the task from different pathways. I think the differences came at the end of the lesson where Ms Dunn definitely had a goal in mind and had planned how to best direct her students towards that goal. At the end of Mr. Crane's lesson it definitely felt a little more chaotic and students probably didn't realize what they were supposed to have learned during the lesson.
Kate Wonders
ReplyDelete1. Ms. Dunn could have given the shy student a little "heads up" that she would like her to share. She could have spoken to Beth and given her a chance to practice her explanation before putting her on the spot in front of peers.
2. It seemed like Ms. Dunn has had more experience with using math tasks in her instruction than Mr. Crane. Ms. Dunn was able to connect students work and build the mathematics. Mr. Crane didn't seem to have a plan or a goal for how his lesson would progress.
1. I thought that the lesson was laid out and presented pretty well. I guess if I had to critique one thing, I would like to see more well thought-out questions that weren't quite so limiting and/or leading. I felt some of the questions were more directive.
ReplyDelete2. I think they both had good activities that were cognitively challenging. I just don't think that Mr.Crane anchored the activities to a clearly designed goal. I also think that, although they both circulated around and noted student talk - that Ms. Dunn was more polished with her questioning, which in turn lead to deeper conversations.
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?
ReplyDeleteSome of the questioning was a little leading. I also would not have called on Beth first. I think it is important to know your students so they don't shut down or lose confidence. Maybe calling on others first so she could get a picture of the process would have worked better.
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?
They both had high level tasks, gave time to collaborate with others,
Ms. Dunn seemed to be more prepared in questioning and in goal setting and sequencing. I think her class had a better understanding of the goal and concept.
Kelsey Burger
Chapter 3:
ReplyDelete1. 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? Without having seen her in action presenting this I can’t really say, but it seemed very well done.
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? David did ok, but Darcy did a far better job of having her instructional goal in mind and having a plan to better move her students toward that goal. I believe Darcy’s students would have a greater opportunity because of her greater effort through out.
Jackie
ReplyDelete1. Beth seems like a very shy, timid little girl that is very self conscious. I agree that Beth should not be a wallflower in the classroom, but I don't think that Ms. Dunn should have had her go first. Start with a volunteer. Even though, they worked as a group, and ideally she should be able to answer, I would imagine that she was not a student that participated much in her group. Best intentions though to try and get her to participate.
2. David Crane's teacher didn't really follow the 5 steps of anticipating, monitoring, selecting, sequencing or connecting. Had he done these steps he would have been more prepared for the class and the students. Darcy Dunn not only followed the 5 steps, but had multiple methods of solving the problem. Ms. Dunn's use of the practices may have enhanced her students' opportunities to learn.
1. I would have liked her to have students provide a table to refer back to and have students check that the different explicit formulas. I would have liked her to help students tie the parts of their formulas to the table as well as the picture since that was part of her third goal.
ReplyDeleteAlso I think I would have left the class then with only the first two formulas to work with and solidify. I would have waited and start the next class with the third formula from Devon since it was very different and there wasn’t much time at the end of the class. I would like to have given students more time to ask questions and understand his thinking instead of feeling rushed since it was a concept they would use later.
2. Darcy had a clear goal set for her class and this helped her do a better job at the selecting process. She only showed student work that she felt would help students grasp her mathematical goal for the day. Darcy also did a good job of including the class in the discussion, unlike David which was a show and tell with teacher questions only. Darcy’s students would have been more engaged in the presentations of other student work and more likely making new connections. David’s students may not have even listened or payed attention to the other groups since there did not seem to be any interaction or accountability.