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Task Three

The teacher talks for most of the class time, speaking for around 10 minutes to explain lessons, give instructions, ask questions, and provide feedback. The teacher asks mostly closed-ended questions about the math topic. Some students show they understand new topics by justifying answers, explaining concepts, and completing exercises without help. Around six students have an opportunity to talk when called on by the teacher, and some students never speak unless the teacher directly asks them a question.

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25 views

Task Three

The teacher talks for most of the class time, speaking for around 10 minutes to explain lessons, give instructions, ask questions, and provide feedback. The teacher asks mostly closed-ended questions about the math topic. Some students show they understand new topics by justifying answers, explaining concepts, and completing exercises without help. Around six students have an opportunity to talk when called on by the teacher, and some students never speak unless the teacher directly asks them a question.

Uploaded by

api-300889911
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Week 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/GROUP/ACTIVITY part of the class:
What proportion of time does the teacher talk?
The teacher uses her role in talking most of the time. For
instance: when explaining the lesson (10), give instructions (3
minutes), asking questions ( around 9 minutes), solving the some
of the questions with the students( 15 minutes) and giving
feedbacks to students. So, the teacher talks almost all the time.
Time the class for 10 min, how many of those minutes is the
teacher talking?
6 minutes.

What types of questions does the teacher ask?


The teacher asking different questions related to the lesson
such as, closing and open-ended question. But the use of
asking closing question is more than open ended questions.
o List all the exact words you hear the teacher uses when
asking questions about the math topic (not review or
procedural questions)
Show how you get the answer? Explain why is it the answer? How
we will solve the problem? Why you get the answer in this way?

What evidence do you see that children have learned some


mathematics?
Adding without problems, are able to know what is regrouping
mean, can explain the concept why we put the tens we get from
adding the ones to the tens.
What are children saying or doing that shows they
understand a new topic?
Able to justify their answer, explain the concept, and solving their
activity book without assistance.

How many of the children have an opportunity to talk?


Approximately six of the students.
o Are children talking only when the teacher calls on
them?
Some of the students never talk unless the teacher asks
them to answer. However, there are three students how
always ask the teacher to answer and explain either.
o Do children talk to partners or in table groups?
The teacher never asked the students to discuss together.
o Do children raise their hands to ask questions? What
are they asking?
Yes, there are students who would like to know more about the
lesson they said ( why we get that or can you repeat I didnt get
the point). However, some students always asking for permission
( may I go to the wash room, or may I drink water).
In your opinion, is the classroom discourse about important
and new mathematics?
o Why or why not?

I believe that teacher is concerning on trying to explain the lesson


to the students and ensure they understand.

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