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Ellen DeWitt
saw the dots so she and also other classmates could understand what the student was
saying.
Restate someone elses reasoning: I noticed Ms. Gartman asking students to restate
someone elses reasoning when we were discussing that if you flip two numbers in an
addition problem, the answer will still be the same (2+3 = 3+2). Ms. Gartman would ask
a student to flip the two numbers in the equation and see if they got the same answer
as before, and they would. Next, she would ask a student to restate their reasoning. The
student would explain that 2+3 is five, and so is 3+2, so it doesnt matter which number
comes first in an addition problem.
Apply your own reasoning to someone elses reasoning: I have noticed Ms. Gartman
using this talk move when we play Wreck and Wreck. With Wreck and Wreck, Ms.
Gartman gives the student a number, for instance, seven. She has a card with a specific
equation with two numbers that make seven. She has a board with two rows of ten
cubes on each of two different strings attached. The students guess which combination
of seven Ms. Gartman has on her card using guesses such as, I guess two on the top
and five on the bottom. Ms. Gartman moves two cubes on the top and five cubes on
the bottom to the other sides of the strings. After every guess, Ms. Gartman asks, does
this make seven? and the class responds with yes or no. Now is when Ms. Gartman
asks other students if they agree or disagree and why.
Prompt for further participation: I noticed Ms. Gartman prompting students for further
participation whenever we play Quick Images. After Ms. Gartman shows the dot card,
she asks the students what arrangement they see the dots in. She asks the other
students to give the shaka symbol if they saw it the same way. If Ms. Gartman does not
understand the way a student saw a dot, she will prompt for further participation and
ask for someone to add on.
Wait time: I noticed Ms. Gartman using wait time when she was reviewing with the
class about organizing, categorizing, and classifying objects. She was asking the students
the four ways they had categorized shapes the day before. The ways were by color, by
shape name, by size, and by number of sides. The students could not remember
number of sides, so Ms. Gartman sat there silently and waited until students finally
started to remember.
experiences and ideas. I think Ms. Gartman is a constructivist because whenever she
teaches the students new materials, she tries and links it to what the students already
know. For example, the concept of subtraction was introduced to the first graders this
semester. Ms. Gartman used their previous knowledge of addition to teach subtraction.
She used cubes and instead of adding on more cubes to a previous amount, she showed
them how you take away cubes to get the final answer. When teaching her students
how to categorize buttons by size, number of holes, color, and shape, she used their
previous knowledge of size, counting, color, and shapes to help teach them what
categorizing and organizing is.
Summative Assessments
Preparing for Common Core state
tests all year
Oral assessment given in November
seeing how much the students
knew
End of unit test
Formative Assessments
Walking around the classroom
during Math Workshop and
practice time observing
Worksheets
Daily work
Anecdotal records of students
perception of numbers when given
a large amount of counters to
count
Interviews as she walks around the
room asking questions such as,
Tell me how you did that?