Middle School Math Learning Team Middle School Math Learning Team Wednesday, January 29, 2013 Do Now: Outline your class structure on a poster. Take a look at the one I did for a guide. This poster should be how you envision your class to look for the next lesson you are going to teach. • Student Outcome: Students will be able to discuss both the how and why in math. • CM Strategy: CMs will plan to teach a class structure in which students are ready to answer conceptual CFUs.
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Engaging Questioning: Methods for Checking For Understanding
Checking for Understanding is the easiest and most rewarding way to engage students in the lesson. Learn how to create and execute CFUs of the following types: Read-back, Report-back, Think-back, Play-back, Teach-back.
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Middle School Math Learning TeamMiddle School Math Learning TeamWednesday, January 29, 2013
Do Now: Outline your class structure on a poster.
Take a look at the one I did for a guide.
This poster should be how you envision your class to look for the next lesson you are going to teach.
• Student Outcome: Students will be able to discuss both the how and why in math.
• CM Strategy: CMs will plan to teach a class structure in which students are ready to answer conceptual CFUs.
Methods of Checking For Methods of Checking For UnderstandingUnderstanding
•Read - back •Report - back •Think - back •Play - back•Teach - back
These are NOT CFU techniques
The difference between the five is the PURPOSE you
have in positing these questions to students which is apparent in the ANSWERS they
give.
Method: Read-Back (INM)Method: Read-Back (INM)• Ask about something that
they can literally see. • These questions should
include:• Information already
there• Information you don’t
have to teach about first.
"Why is P(1) one over ten?""Why is there a 1 in P(2)?"
• After you teach them every key point or written step, stop to ask why you did what you did.
• The answer should be apparent from the think-aloud you did. ”Why is the P(2)
denominator 9?”
Method: Think-Back (GP)Method: Think-Back (GP)• Ask them to repeat the
steps or concepts as you work through the next problem.
• Then ask another student how they know Student 1’s response to your answer is correct. This answer should come from the problem.
”Why did the P(hockey) denominator change? Think back to the other example. Why did the
P(2) denominator change?”
Method: Play-Back (GP)Method: Play-Back (GP)• Ask them to repeat the steps, walking
you through the work shown. • This is a “whole-problem” question.
”When I write the first probability, what is my denominator? How do you
know?”
Method: Teach-Back (IP)Method: Teach-Back (IP)• Ask them to why they wrote what they wrote. • Addresses last-minute misconceptions.• Use only for students who are getting wrong answers or students
who are not showing any work.
“Why did you write 12 as the denominator?”“How do you know what the numerator is?”
1. Do Now2. Timed Computation3. Oral Drill4. Lifework(Homework)