Stage 1 of inquiry. The teacher is presenting the problem (tiles around a swimming pool). The teacher is presenting the solution technique (numerical, then graphical, then symbolic). The teacher is summarizing the solution.
Stage 2 of inquiry: The teacher is presenting the problem (chairs around a table). The *STUDENT* is selecting the solution technique (numerical OR graphical OR symbolic). The teacher is summarizing all solutions by collecting them from different groups and comparing/contrasting. The teacher needs to be careful to be hands-off during student inquiry--your job is to
1) Make sure students understand the instructions
2) Make sure students are on task
3) In response to student questions, ask focusing questions...resist the temptation to tell them how 'you' would do it.
4) Go around the room and make sure everyone understands the solutions around the room. In particular, look for groups who create symbolic representations using different explanations, and emphasize why the distributive property means they are 'equivalent'.
Examples of student work
Note Slide 3 and 4: the teacher would show that 3x + 2 and 3(x - 2) + 8 are equivalent.
Note that this is stage 2 of inquiry and multiple mistakes are being made. That is why we give feedback tomorrow, then give the problem again Monday.
The teacher projects the solutions, students correct their answers and grade their partner according to the rubric.
Proposed:
+1 -- The answer is correct and meaningful, but off topic
+2 -- The answer is not in the format I ask for, or there are small mistakes
+3 -- The answer is correct.
I've found this article very useful to understand the intent of this curriculum--
The second thing I think about is the notion of 'Stages of Inquiry'
Direct Instruction (T/W)
Stage 1 of inquiry. The teacher is presenting the problem (tiles around a swimming pool). The teacher is presenting the solution technique (numerical, then graphical, then symbolic). The teacher is summarizing the solution.
Guided Practice (R)
Stage 2 of inquiry: The teacher is presenting the problem (chairs around a table). The *STUDENT* is selecting the solution technique (numerical OR graphical OR symbolic). The teacher is summarizing all solutions by collecting them from different groups and comparing/contrasting. The teacher needs to be careful to be hands-off during student inquiry--your job is to
1) Make sure students understand the instructions
2) Make sure students are on task
3) In response to student questions, ask focusing questions...resist the temptation to tell them how 'you' would do it.
4) Go around the room and make sure everyone understands the solutions around the room. In particular, look for groups who create symbolic representations using different explanations, and emphasize why the distributive property means they are 'equivalent'.
Examples of student work
Note Slide 3 and 4: the teacher would show that 3x + 2 and 3(x - 2) + 8 are equivalent.
Note that this is stage 2 of inquiry and multiple mistakes are being made. That is why we give feedback tomorrow, then give the problem again Monday.
Formative Assessment (F)
Are students ready for stage 3 of inquiry?
Independent Practice (M)
Stage 2.5 of inquiry: The teacher is presenting the problem (a stack of cups). THe *STUDENT* is solving and summarizing.
Test (T/W)
Answers and feedback (T/W)
The teacher projects the solutions, students correct their answers and grade their partner according to the rubric.
Proposed:
+1 -- The answer is correct and meaningful, but off topic
+2 -- The answer is not in the format I ask for, or there are small mistakes
+3 -- The answer is correct.
WE NEED TO GET FEEDBACK TO WORK!