responsive teaching with...
TRANSCRIPT
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RESPONSIVE TEACHING WITH FRACTIONS
Vicki Jacobs University of North Carolina at Greensboro
Susan Empson Gladys Krause D’Anna Pynes
The University of Texas at Austin Funded by the National
Science Foundation
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Responsive Teaching in Elementary Mathematics
University of Texas at Austin Susan Empson (PI) Gladys Krause D’Anna Pynes
University of North Carolina at Greensboro Vicki Jacobs (co-PI) Naomi Jessup Amy Hewitt
Other Partners: SRI & Teachers Development Group
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What is Responsive Teaching? • Many ways to be responsive
• Children’s thinking is visible, valued, and used in instruction…before and after correct answers
• Instruction is continually adjusted on the basis of children’s thinking, rather than scripted in advance • Teachers elicit and use evidence of children’s thinking (NCTM’s
Principles to Action)
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Initial Model of Responsive Teaching
Knowledge of Children’s
Mathematical Thinking
(Empson & Levi, 2011)
Generative Instructional Practices
Noticing Children’s Thinking
(Jacobs et al., 2010)
Enacting Moves to Support and
Extend Children’s Thinking
Children’s Opportunities to Advance Their Thinking
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Overview of Study • Goal: organize interactive teaching moves into a framework … usable by teachers and researchers
• Builds on Prior Work (Jacobs & Ambrose, 2008)
• Methods: o Cases of responsive teaching
ü 3 upper elementary teachers with expertise in responsive teaching
ü Focus on problem solving, sense making ü 2 types of data
o Grades 3–5 o Fractions
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4 children are sharing 3 bars of clay equally. How much does each child get?
Rita
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Supporting & Extending Children’s Thinking
Exploring details of child’s existing strategy
Encouraging child to consider other strategies Ensuring child is making sense of story context Inviting child to generate symbolic notation Adjusting problem to match child’s understandings
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Supporting & Extending Children’s Thinking
Exploring details of child’s existing strategy
Posing starter questions to child Pressing child for detailed explanation problem-solving process Probing child’s representation to highlight connections to problem context Questioning child about quantities and their relationships in the strategy Inviting child to think ahead before executing a problem-solving step
Encouraging child to consider other strategies Ensuring child is making sense of story context Inviting child to generate symbolic notation Adjusting problem to match child’s understandings
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Supporting & Extending Children’s Thinking
Exploring details of child’s existing strategy
Posing starter questions to child Pressing child for detailed explanation problem-solving process Probing child’s representation to highlight connections to problem context Questioning child about quantities and their relationships in the strategy Inviting child to think ahead before executing a problem-solving step
Encouraging child to consider other strategies Ensuring child is making sense of story context Inviting child to generate symbolic notation Adjusting problem to match child’s understandings
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Supporting & Extending Children’s Thinking
Exploring details of child’s existing strategy
Posing starter questions to child Pressing child for detailed explanation problem-solving process Probing child’s representation to highlight connections to problem context Questioning child about quantities and their relationships in the strategy Inviting child to think ahead before executing a problem-solving step
Encouraging child to consider other strategies Ensuring child is making sense of story context Inviting child to generate symbolic notation Adjusting problem to match child’s understandings
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Posing starter questions • Initiates a conversation
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Supporting & Extending Children’s Thinking
Exploring details of child’s existing strategy
Posing starter questions to child Pressing child for detailed explanation problem-solving process Probing child’s representation to highlight connections to problem context Questioning child about quantities and their relationships in the strategy Inviting child to think ahead before executing a problem-solving step
Encouraging child to consider other strategies Ensuring child is making sense of story context Inviting child to generate symbolic notation Adjusting problem to match child’s understandings
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ALICE: 8 children want to share 14 cookies so that each child gets the same amount. How much can each child get?
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Pressing for Detailed Explanation of Alice’s Process “I see you went on and then you stopped yourself here, why?”
“So I noticed you cut this one into eighths, why did you choose to cut that one into eighths?”
“Here you made this model, how come you didn’t go ahead and make the lines on there?”
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Pressing for Detailed Explanation of Alice’s Process “I see you went on and then you stopped yourself here, why?”
“So I noticed you cut this one into eighths, why did you choose to cut that one into eighths?”
“Here you made this model, how come you didn’t go ahead and make the lines on there?”
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Supporting & Extending Children’s Thinking
Exploring details of child’s existing strategy
Posing starter questions to child Pressing child for detailed explanation problem-solving process Probing child’s representation to highlight connections to problem context Questioning child about quantities and their relationships in the strategy Inviting child to think ahead before executing a problem-solving step
Encouraging child to consider other strategies Ensuring child is making sense of story context Inviting child to generate symbolic notation Adjusting problem to match child’s understandings
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Encouraging Amir to Consider Other Strategies Kenzie loves to go on long hikes. She often hikes with her college friends. She drinks 2/3 cup of water for every mile she hikes. Her water bottle holds 4 cups of water. How many miles can she hike before her water runs out?
18 9 6
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Encouraging Amir to Consider Other Strategies Kenzie loves to go on long hikes. She often hikes with her college friends. She drinks 2/3 cup of water for every mile she hikes. Her water bottle holds 4 cups of water. How many miles can she hike before her water runs out?
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Encouraging Amir to Consider Other Strategies Kenzie loves to go on long hikes. She often hikes with her college friends. She drinks 2/3 cup of water for every mile she hikes. Her water bottle holds 4 cups of water. How many miles can she hike before her water runs out?
Do you think there is a second way you could check because you’ve thought about 12, you’ve thought about 18, and then you thought 9 and now you’re thinking, wait a minute. Could you make a grid or some other way that you could think about solving it? I just want you to double check so you’re like, ‘Okay this makes sense to me what I’m doing.’
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Encouraging Amir to Consider Other Strategies Kenzie loves to go on long hikes. She often hikes with her college friends. She drinks 2/3 cup of water for every mile she hikes. Her water bottle holds 4 cups of water. How many miles can she hike before her water runs out?
![Page 21: RESPONSIVE TEACHING WITH FRACTIONSsoe.uncg.edu/rtem/wp-content/uploads/2014/02/JacobsEmp...RESPONSIVE TEACHING WITH FRACTIONS Vicki Jacobs University of North Carolina at Greensboro](https://reader034.vdocument.in/reader034/viewer/2022050600/5fa7ddfafc34bd147b3163b7/html5/thumbnails/21.jpg)
Final Thoughts • Framework categories for supporting and extending children’s thinking appear robust
• Power of 1-on-1 interactions in classrooms
• Consistency between 1-on-1 interactions inside and outside of classroom setting
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Responsive Teaching
Knowledge of Children’s
Mathematical Thinking
(Empson & Levi, 2011)
Generative Instructional Practices
Noticing Children’s Thinking
(Jacobs et al., 2010)
Enacting Moves to Support and
Extend Children’s Thinking
Children’s Opportunities to Advance Their Thinking