Chapter 5 Discussion Prompt

12 Nov 2020 11:11 AM | Anonymous member

In the chapter there are 5 challenges associated with selecting and sequencing. What is the biggest challenge you are facing with selecting and sequencing student responses?


Challenges associated with the practice of anticipating students’ responses.

  • Selecting only solutions that are most relevant to learning goals

  • Expanding beyond the usual student presenters.

  • Deciding what work to share when the majority of students were not able to solve the task and your initial goal no longer seems attainable.

  • Moving forward when a key strategy is not produced by students.

  • Determining how to sequence incorrect and/or incomplete solutions

Comments

  • 15 Nov 2020 1:08 PM | Mike Ditzel
    The biggest challenge for me is expanding beyond the usual student presenters. I like to create a classroom environment were there is a flow of discussion back and forth between among students and myself. I relax the requirement for students to raise their hands. I believe more authentic discussions can occur when students don't always have to raise their hands. One drawback to this classroom expectation is that quieter, less confident students are less likely to participate. I have to force myself to remember, at times, to curb the enthusiasm of a few students who love to participate to allow other students the opportunity to be involved.
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  • 02 Dec 2020 6:43 PM | Anonymous
    I prefer to allow the conversations to happen naturally. If I were to pick certain student responses based on criteria needed to move the lesson along, I would be stuck picking on the same students over and over. I think all of the students responses are equally important. I find myself getting way more excited when a student offers up a perfect mistake that everyone can learn from and I make a point of being super happy and thank the student that made that particular mistake. This tends to foster more students sharing in the conversation because they don't feel as if they have to have the right answer all of the time.
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    • 03 Dec 2020 7:38 PM | Anonymous member
      "I find myself getting way more excited when a student offers up a perfect mistake that everyone can learn from and I make a point of being super happy and thank the student that made that particular mistake. This tends to foster more students sharing in the conversation because they don't feel as if they have to have the right answer all of the time."

      This has been my experience as well. I have a colorful sign on my board regarding mistakes (Mistakes are expected, respected, inspected and corrected).
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  • 02 Dec 2020 10:04 PM | Kim Elkins
    Deciding what work to share is a challenge. There are often many ways to approach a concept so I don't want students to think the one that is being shared is the only correct way to approach a problem. Some approaches will not make sense to some students so they tend to zone out and it makes it difficult to pull them back into the conversation, or a different way may confuse them and I almost have to start over.
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  • 03 Dec 2020 8:04 AM | Mat Allen
    There is often a crunch for time where I am focused on having the class practice the range of problems that may occur in a particular lesson. I worry that by spending so much time on one particular problem, especially with the diminished time we have this year, we will not get to the other types of questions that are posed in that section.

    Also, in any class there is such a range of ability level. Picking an answer from a lower level student I fear will just bore the rest of the class and vise versa. I truly enjoy hearing the answers from my high flyers because often times they offer an answer I never thought of. However, the answers they give are often times over the ability level of the rest of the class, losing their grasp on the new concept and confusing them.
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