Math Alliance October 23, 2011 Beth Schefelker and Chris Guthrie Become aware of what they are doing and frequently monitor, or self-assess, their.
Download ReportTranscript Math Alliance October 23, 2011 Beth Schefelker and Chris Guthrie Become aware of what they are doing and frequently monitor, or self-assess, their.
Math Alliance October 23, 2011 Beth Schefelker and Chris Guthrie
Become aware of what they are doing and frequently monitor, or self-assess, their progress or adjust their strategies as they encounter and solve problems.
NCTM Principles and Standards, 2000
We are learning to deepen our understanding of the Think Aloud strategy.
We will be successful when we can articulate what is meant by explicit instruction and Think Alouds during problem solving.
Adaptive Reasoning Strategic Competence Conceptual Understanding Productive Disposition Procedural Fluency
Four Components Understanding the Task Development of the Concept and Context Working on the Problem Thinking about the Solution
Explicit instruction encompasses a series of teaching components such as modeling, opportunities for students to respond, guided practice, and corrective feedback
Not just telling students the steps you take to compute an answer…but teachers modeling to think aloud the steps and decisions they make when solving a problem. (Silbert, Carnine, & Stein, 1989).
Count off 1, 2 1’s – join Chris 2’s – join Beth You will be engaged in either an MMP Think Aloud or an Explicit Think Aloud Use your paper to reflect on your experience after the Think Aloud is done.
Use the next 7 minutes to work with your partner and compare your Think Aloud experiences.
How are they similar? different?
What would be advantages to each strategy?
What would be some barriers you could identify?