Do Now: Outline your class structure on a poster. Take a look at the one I did for a guide. This poster should be how you envision your class to look for the next lesson you are going to teach.
Middle School Math Learning Team Wednesday, January 29, 2013
• Student Outcome: Students will be able to discuss both the how and why in math. • CM Strategy: CMs will plan to teach a class structure in which students are ready to answer conceptual CFUs.
Methods of Checking For Understanding • • • • •
Read - back Report - back Think - back Play - back Teach - back
These These are are NOT NOT CFU CFU techniques techniques
The difference between the five is the PURPOSE you have in positing these questions to students which is apparent in the ANSWERS they give.
Method: Read-Back (INM)
• Ask about something that they can literally see. • These questions should include: • Information already there "Why is P(1) one over ten?" • Information you "Why is there a 1 in P(2)?" don’t have to teach about first.
Method: Report-Back (INM/GP) • After you teach them every key point or written step, stop to ask why you did what you did. • The answer should be apparent from the think-aloud you did.
”Why is the P(2) denominator 9?”
Method: Think-Back (GP)
• Ask them to repeat the steps or concepts as you work through the next problem. • Then ask another student how they know Student 1’s response ”Why did the P(hockey) to your answer is denominator change? Think correct. This answer back to the other example. should come from the Why did the P(2) problem.
denominator change?”
Method: Play-Back (GP) • Ask them to repeat the steps, walking you through the work shown. • This is a “whole-problem” question.
”When I write the first probability, what is my denominator? How do you know?”
Method: Teach-Back (IP) • Ask them to why they wrote what they wrote. • Addresses last-minute misconceptions. • Use only for students who are getting wrong answers or students who are not showing any work.
“Why did you write 12 as the denominator?” “How do you know what the numerator is?”
1. Do Now 2. 3. 4. 5. 6. 7. 8. 9.
Think-back: Think-back: Timed Computation “Whatdid did “What the problem the problem Oral Drill tellususfor forusus tell Lifework(Homework) Check knowtoto totoknow Read-back: divideby by1212 Read-back: divide INM “How do we again?” “How do we again?” GP knowwhat what know the IP the Read-back: Read-back: numerator numerator “Howdodowe we “How Exit Ticket is?” is?” knowwhat whattoto know Final Five writeasasour our write denominator? denominator?