Activity 1
In Cycle 1, novices are introduced to the practice of eliciting and interpreting individual students’ thinking and prepare for, teach, and then collaboratively analyze one-on-one mathematical interviews with children.
In Cycle 2, novices engage in Number Talks as learners and examine eliciting in the context of discussion. They prepare for, teach, and video record a Number Talk with a small group of children to analyze their questioning patterns and mathematical representations.
In Cycle 3, novices explore in greater depth the entailments of eliciting and interpreting student thinking in the context of a discussion, preparing for and teaching another Number Talk in the field, this time with a whole class.
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Introduce
Video is used to introduce the practice of eliciting and interpreting individual students' thinking. The activity supports novices in recognizing teachers’ eliciting questions and the responses they garner from students.
Prepare
Novices prepare for one-on-one interviews with children by participating in a simulated student interaction and planning with the support of a planning tool.
Enact
Novices conduct and video record a one-on-one interview with a student focused on eliciting the student’s thinking about fractions while listening carefully and responding to the student’s ideas.
Analyze
Novices begin to build habits of mind for the analysis and improvement of their own practice by collaboratively analyzing each other’s clinical interviews using a structured protocol.
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Introduce
Novices engage as learners in two Number Talks and analyze a video to build content knowledge, become familiar with Number Talks, and examine the work of eliciting with multiple student voices.
Prepare
Novices prepare to lead a Number Talk with a small group of children in their field placements by planning in grade-level groups using peer run-throughs and then engaging in a coached rehearsal.
Enact
Novices lead, and video record, a Number Talk with a small group of children in their field placements to elicit student thinking during a small group discussion.
Analyze
Novices independently analyze their teaching videos, writing a formal reflection focused on patterns in their elicitation questions and the clarity of mathematical representations.
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Introduce
Novices participate as learners in a structured mathematics discussion, a Number Talk, to simultaneously build content knowledge and understanding of eliciting student thinking in the context of a discussion.
Prepare
Novices participate in a rehearsal of a discussion by taking on the role of representing student thinking. One novice leads the discussion with expert coaching provided by the teacher educator.
Enact
Novices record themselves eliciting student thinking during a short mathematics discussion, a Number Talk, in the field using problems chosen from a provided set.
Analyze
Novices analyze their teaching using a scaffolded tool to note specific instructional moves and prompts to consider how they might improve their practice and elicit additional thinking from students.