Understanding your own process.
Form vs function
How to organize the class is one thing.
What students are understanding is something else.
The balance of thinking about your teaching and your students learning.
Research on argument? peaceful conflict resolution?
balance of learning from each other-keeping my focus on that?
Basic assumptions:
Form vs function
How to organize the class is one thing.
What students are understanding is something else.
The balance of thinking about your teaching and your students learning.
Research on argument? peaceful conflict resolution?
balance of learning from each other-keeping my focus on that?
Basic assumptions:
- learning is socially constructed
group discussion is useful in the right situation and the right context.
could be about the context of group work
argument- taking away from the learning. what are they? are they interpersonal? are they unrelated to the learning.
Teaching them to argue more constructively? or even to know the difference between them.
do you use them in all parts of the learning cycle?--clarifying questions
are they working?
what's happening?
concern about members of work dividing work, how to observe that? who is doing what?
how do we know?
Paraphrasing:
-questions
-work
Feedback or further questions:
Listeners own questions--unpacking
About teacher moves vs. student experience.
about teacher practice to make student thinking visible--turn it into data.
what is actually happening?
what does she want to know?
What's happening in the groups?
what are you trying to understand?
Using groups of three?? how do partners push each other with groups of 3.
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