Preservice Teachers' Competencies to Select and Sequence Students' Solution Strategies for Productive Whole-Class Discussions

2014 ◽  
Vol 3 (1) ◽  
pp. 27-57 ◽  
Author(s):  
Erin Meikle
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Methods Course ◽  
Class Discussion ◽  
Mathematical Learning ◽  
Solution Strategies ◽  
Challenging Tasks ◽  
Whole Class Discussion ◽  
Whole Class ◽  
The Moment

It can be difficult for teachers to make in-the-moment decisions about which solution strategies to cognitively challenging tasks should be included in the whole-class discussion (Stein, Engle, Smith, &s Hughes, 2008). Teachers can purposefully select and sequence the solution strategies to help create a whole-class discussion that promotes the mathematical learning goal. An intervention was implemented in a middle school methods course that aimed to understand preservice teachers' (PSTs') competencies in formulating rationales for their selecting and sequencing choices. Results from the intervention suggest that PSTs' sequencing rationales can be grouped into three categories.

Investigating How Rehearsals and Teacher Educator Feedback Influences Preservice Teacher Development

2018 ◽  
pp. 613-634
Author(s):  
Rajeev K. Virmani
Keyword(s):  
Preservice Teachers ◽  
Teacher Development ◽  
Student Teaching ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Teacher Educator ◽  
Methods Course ◽  
Class Discussion ◽  
Whole Class Discussion ◽  
Whole Class

This chapter examines how three secondary mathematics preservice teachers and two teacher educators rehearse and enact the core teaching practice of leading a whole-class discussion in a math methods course and in student teaching placements. Findings indicate that there was substantial variation in the three preservice teachers' opportunities to practice key aspects of leading a whole-class discussion, the type of feedback they received from the teacher educators, and the authenticity of the rehearsal. The opportunity to approximate practice and receive feedback played a significant role in the generative nature of the preservice teachers' enactments of a whole-class discussion in their student teaching placements.

Selecting and Sequencing Students' Solution Strategies

2016 ◽  
Vol 23 (4) ◽  
pp. 226-234 ◽  
Author(s):  
Erin M. Meikle
Keyword(s):  
Problem Solving ◽  
Solution Strategies ◽  
Class Discussions ◽  
Challenging Tasks ◽  
Whole Class ◽  
Fine Tune

For orchestrating whole-class discussions, note these suggestions to fine tune problem-solving techniques into cognitively challenging tasks.

Comparing whole-class discussion and task-based activity

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Thoraya Farzaneh ◽  
Alessandro Benati
Keyword(s):  
Class Discussion ◽  
Pedagogical Approach ◽  
Instructional Treatment ◽  
L2 Learners ◽  
Whole Class Discussion ◽  
Instructional Treatments ◽  
Whole Class ◽  
Positive Results ◽  
And Task

This study examined the participation patterns and effectiveness of two different instructional treatments: Treatment One consisted of a task-based activity; Treatment Two used a whole-class discussion approach (Q/A paradigm). The research investigated which instructional treatment was more relevant and effective. The quantity of information learners could remember immediately after instruction, one week later, and the information that emerged through the interactional formats were measured. Each treatment was carried out for approximately one hour and then participants were asked to write a summary. After a week, students were given a piece of paper to summarise what was carried out the week before to see how much information they could remember. All the interactions were transcribed. L2 learners’ response towards the task based activity showed positive results and the task-based activity treatment was considered a better pedagogical approach.

The silent and the vocal: Participation and learning in whole-class discussion

2017 ◽  
Vol 48 ◽  
pp. 5-13 ◽  
Author(s):  
Catherine O'Connor ◽  
Sarah Michaels ◽  
Suzanne Chapin ◽  
Allen G. Harbaugh
Keyword(s):  
Class Discussion ◽  
Whole Class Discussion ◽  
Whole Class

Investigating the combined effects of group size and group composition in online discussion

2020 ◽  
pp. 146978742093852
Author(s):  
Tingting Yang ◽  
Heng Luo ◽  
Di Sun
Keyword(s):  
Group Size ◽  
Group Composition ◽  
Online Discussion ◽  
Learning Experience ◽  
Learning Performance ◽  
Class Discussion ◽  
Combined Effects ◽  
Advantages And Disadvantages ◽  
Whole Class Discussion ◽  
Whole Class

Discussion has been widely used in courses, both online and otherwise, as it provides opportunities for students to construct knowledge through interaction with peers and instructors. Grouping students is a prominent strategy in the use of discussion. However, simply dividing students cannot guarantee active participation and high learning performance. There is therefore a need to pay attention to the structure and/or features of grouping, especially group size and group composition. The study described in this article focuses on the combined effects of group size and group composition in online discussion. It investigates whether students in small groups have different participation behaviors and learning performance compared to students in whole-class discussion. In addition, the influence of group composition is examined by comparing students’ participation and learning performance from high, medium, and low social-connected groups. Furthermore, this study also investigates how students’ perceived learning experience differs among these three differently-connected group compositions. The results indicate significantly different participation behaviors and learning performance between small-group and whole-class discussion. The effects of group composition are also shown in students’ learning behaviors, performance, and perceived experience. The results also reveal both advantages and disadvantages of different group types. The findings are expected to inform the design and implementation of grouping methods and extend our understanding of online discussion.

Sorting Activities for Polygons

1998 ◽  
Vol 3 (6) ◽  
pp. 444-445
Author(s):  
Carol G. Williams
Keyword(s):  
Small Groups ◽  
Class Discussion ◽  
Geometric Properties ◽  
Geometric Figures ◽  
Probability And Statistics ◽  
Whole Class Discussion ◽  
Whole Class ◽  
Primary Focus

To encourage students to “identify, describe, compare, and classify geometric figures” (NCTM 1989, 112), I have developed materials and activities that involve sorting polygons. Although teachers can adapt these activities for students at various levels, they are particularly appropriate for the middle schooler. I have designed them for use in small groups, with whole-class discussion at the conclusion. Although geometric properties and definitions are the primary focus, various forms of the activities also encourage reasoning, communication, and measurement. These simple and inexpensive materials can be used for extensions involving probability and statistics as well.

scholarly journals Preservice Teachers’ Learning to Plan Intellectually Challenging Tasks

2016 ◽  
Vol 68 (1) ◽  
pp. 55-68 ◽  
Author(s):  
Hosun Kang
Keyword(s):  
Preservice Teachers ◽  
Student Teaching ◽  
Science Teachers ◽  
Learning Opportunities ◽  
Mentor Teachers ◽  
Methods Course ◽  
Secondary Science Teachers ◽  
Challenging Tasks ◽  
Situative Perspective ◽  
Problems Of Practice

This study explores how and under which conditions preservice secondary science teachers (PSTs) engage in effective planning practices that incorporate intellectually challenging tasks into lessons. Drawing upon a situative perspective on learning, eight PSTs’ trajectories of participation in communities of practice are examined with a focus on planning throughout student teaching. Data include 32 sets of teaching artifacts, interviews with PSTs, interviews with methods course instructors, and interviews with mentor teachers. The analyses show that instructional tasks observed at the beginning of lessons link to the ways in which PSTs engage in the three interrelated processes of (a) framing instructional goals, (b) constructing a lesson scenario, and (c) addressing problems of practice. The consistencies and changes observed in the PSTs’ trajectories of planning reveal the dynamic, responsive, and contentious nature of planning situated in local contexts. Three implications for designing productive learning opportunities for PSTs are discussed.

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