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Task 3

The teacher talks for 5-6 minutes of the 10-minute observation period, asking questions like "What do you think this word 'assume' means?" and "How can we use [measurement]?" Students answer questions, share ideas, and ask questions when confused by new words. Both whole-class discussions and partner or group work are used. The classroom discourse focuses on important new mathematics, as evidenced by students building on prior knowledge and wanting to understand upcoming lessons.

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27 views

Task 3

The teacher talks for 5-6 minutes of the 10-minute observation period, asking questions like "What do you think this word 'assume' means?" and "How can we use [measurement]?" Students answer questions, share ideas, and ask questions when confused by new words. Both whole-class discussions and partner or group work are used. The classroom discourse focuses on important new mathematics, as evidenced by students building on prior knowledge and wanting to understand upcoming lessons.

Uploaded by

api-254791533
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Task 3. Analyzing Classroom Discourse.

Observe in a classroom, keeping a record that lets you answer the following
questions. Record/write down a list of what is said for 10 minutes during the
CORE part of the class:

What proportion of time does the teacher talk?


o

Time the class for 10 min, how many of those minutes is the teacher
talking? 5-6 min

What types of questions does the teacher ask?


o

List all the exact words you hear the teacher uses when asking questions
about the math topic (not review or procedural questions)

What do you think this word assume? / How can we use in measurement?

What evidence do you see that children have learned some mathematics?
o

What are children saying or doing that shows they understand a new
topic? Answering teacher question and sharing new ideas

How many of the children have an opportunity to talk?


o

Are children talking only when the teacher calls on them? yes

Do children talk to partners or in table groups? both

Do children raise their hands to ask questions? What are they asking?
Yes, when they dont understand the new word

In your opinion, is the classroom discourse about important and new


mathematics?
o

Why or why not? Yes, students start to share their period knowledge
and that encourage them to new lesson. In addition, they want to
know what they will learn and what the new lessons are.

Reflection:
The discourse is the stage that makes students to enter the lesson and that by asking
and thinking of the new lesson. I noticed some students were not sure and confusing of
the new topic, but after the teacher explain and allow to them to ask her, I saw them
were confident about the new knowledge. The most important part of that stage is
allowing students to ask, because if they not how can teacher know they understand the
topic. Moreover, teacher also start to give different question to know who is understand
and how is not.

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