Video Blog #2

Lesson Analysis 1: Identify several strategies the teacher used to orchestrate and promote student discourse in this lesson.


The teacher would get down on the students’ level and ask them guiding questions that made them think critically through their own problems. This got them thinking together to come up with their answer. It also helped them talk through how they were getting their answers through justification. The teacher also gave other examples while talking with the students that helped them to make deeper mathematical connections within their groups to fully understand their own math problems.


Lesson Analysis 1: Provide 3 examples of evidence that students have learned the mathematics being taught.

The teacher would get down on the students’ level and ask them guiding questions that made them think critically through their own problems. This got them thinking together to come up with their answer. It also helped them talk through how they were getting their answers through justification. The teacher also gave other examples while talking with the students that helped them to make deeper mathematical connections within their groups to fully understand their own math problems.
1. One of the students was able to present her group’s work with excellent articulation of not just the answer, but how the answer correlates to the graph. She student was able to make accurate connections and patterns from the graph.
2. As the teacher asked the students how they got their answer, they were able to tell the sequence they generated and also how they got the equation. They were able to justify their answers.
3. The students were actively engaging in conversation with the teacher about their mathematical reasoning. They were using critical thinking to process the mathematical equations.

Reflective Task 1: Describe the student-teacher interactions during the task debriefing discussions and assess the effectiveness of these interactions.

The teacher asks the students questions that prompt the students to clarify what they have said. The instructor allows the students to “teach” her their thought processes and when she gives them verbal clues that she understands where they are coming from, she gives them different angles to think about. I think this is a very effective technique because it helps the students to think through their thought process and fine tune their strategies. It also challenges the students to think deeper and gives them more ways they could approach the problem.