Teaching Responsively through Professional Noticing
Start Here
Play the video to begin engagement and interaction around the importance of child-watching for instructional decision making. This step will finish with two videos of students solving a math problem. Participants will record what they notice about student understandings on the note-taker.
9 minutes
Step 2
During step 2, participants will engage in thinking about the mathematical trajectory for addition and subtraction, and consider how this understanding might help to refining their noticings. Participants will thoughtfully reflect on the trajectory and the Ball quote before watching another student video. They will then use their noticings of this students understandings and/or misconceptions to decide upon possible next instructional steps for the student.
28 minutes
Step 3
Build upon the discussions and experiences from "Step 2" to process information from the article Professional Noticing: Developing Responsive Mathematics Teaching. Participants will reflect on their own engagement in child watching during "Step 2" and how child watching aligns with best teaching practices.
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8 minutes
Welcome! This page is intended for facilitators to use in planning. This 45-60 minute module consists of 3 steps and an optional "Going Beyond" section. Review this page for facilitation suggestions and required materials.
Objective:
To engage in child watching to determine students' mathematical understandings and misconceptions in order to respond with effective instructional tactics.
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Deliberately connecting instructional decisions to interpretations based on attending evidence increases the likelihood of better understanding our students and giving them thoughtful, individualized, and effective mathematical experiences.
(Thomas, Eisenhardt, Fisher, Shack, Tassell, & Yoder, 2015. p.302)
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The purpose of this module is to establish how the use of child watching in instructional settings is used to make decisions that drive student understanding. Visit the "Going Beyond" section for further support and resources.
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