Using Students

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Using Students Conversations to LaunchEffective
Written Responses

• Janis Freckmann DeAnn Huinker
• Milwaukee Public Schools University of
  Wisconsin-Milwaukee
• freckmjl_at_milwaukee.k12.wi.us huinker_at_uwm.edu

National Council of Teachers of Mathematics
(NCTM) Annual Meeting Anaheim, California, April
2005
www.mmp.uwm.edu
Based upon work supported by the National
Science Foundation Grant No. EHR-0314898.
2
Principles Standards

• The ability to read,write, listen, think, and
  communicate about problems will develop and
  deepen students' understanding of mathematics.
• NCTM, 2000, p. 194

3
Session Goals

• Become familiar with using think aloud
  strategies to support student talking, thinking,
  and writing.
• Analyze the developmental impact of think
  alouds in student work.

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Adapted from National Research Council. (2001).
Adding it up Helping children learn mathematics.
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Big Macs cost 2.32.
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Engaging in Problem Solving

• What do students need to do to become better
  problem solvers?

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Good Problem Solvers

• Become aware of what they are doing and
  frequently monitor, or self-assess, their
  progress or adjust their strategies as they
  encounter and solve problems.
• Principles Standards (NCTM, 2000), p. 52

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Engaging in Problem Solving

• What do teachers do to promote problem solving in
  their classrooms?
• Ask questions.
• Share ideas for entry points.
• Dont tell too much.
• Provide discussion time.

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Reflective Habits of MindMetacognition

• Before we go on, are we sure we understand this
  problem?
• Do we have a plan?
• Are we making progress or should we reconsider
  what we are doing?
• Why do we think this is true?
• Principles Standards (NCTM, 2000), p. 54

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Thinking About Your Thinking

• Anticipating
• Monitoring
• Confirming

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Why Use Think Alouds?

• To model and demonstrate the usually hidden
  mental processes that enable learners to be
  successful.
• Stephens Brown (2005), p. 49

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Putting the Strategyinto Practice

• Phase 1Teacher Models StructureStudents Engage
  in Reasoning
• Phase 2Pairs Try Out Thinking Aloud
• Phase 3Students Think Aloud Independently

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Think Aloud Process

• Task Clarification
• Do I understand what the problem is about?
  (restate the problem)
• Close your eyes and envision what is happening.
  (visualize the situation)

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Think Aloud Process

• Task Clarification
• Do I understand what the problem is about?
  (restate the problem)
• Close your eyes and envision what is happening.
  (visualize the situation)
• Clarification of Content and Context
• What is here that I might not understand?

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Think Aloud Process

• Task Clarification
• Do I understand what the problem is about?
  (restate the problem)
• Close your eyes and envision what is happening.
  (visualize the situation)
• Clarification of Content and Context
• What is here that I might not understand?
• Where to Start
• How am I going to begin to solve this?

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• If you sleep about 30 of each day, estimate how
  many hours you have slept by the time you are 8
  years old. Explain your reasoning.

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Continuing the Think Aloud Process

• Thinking about the Solution
• What is your answer going to tell you?
• How does the answer relate to the problem?
• What are different ways to approach and solve
  this problem?
• In what ways do these various approaches compare
  to your method?

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Student Work

• Teacher Focus
• Compare how the task changed.
• Draw inferences about the teachers instruction.
• Student Focus
• Describe the students progress in his/her
  written responses (e.g., clarity, detail,
  organization/structure).

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Lessons Learned Teacher 1

• Think alouds are a great for helping students
  organize their thinking. It helps every child
  have a place from which to start their work. The
  steps the students find the most useful are
  finding the important information and restating
  what the problem is asking.
• In using think alouds, I have the opportunity to
  delve into my students thinking.

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Lessons Learned Teacher 2

• Students have been able to easily solve what
  used to be difficult problems. More students
  participate during math lessons. Students also
  seem to demonstrate more confidence and a
  willingness to work on any problem.

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Effective Problem Solvers

• Make sure they understand the problem
• Carefully read.
• Ask questions until they understand.
• Develop a plan.
• Constantly monitor adjust their work.
• If not on the right track, they consider
  alternatives and do not hesitate to take a
  completely different approach.
• Principles Standards (NCTM, 2000), p. 54

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Why Use Think Alouds?

• Thinking aloud is one of the most powerful
  strategies in a teachers repertoire.
• Its purpose is to model and demonstrate the
  usually hidden mental processes that enable
  learners to be successful.
• As a teachers thinking becomes explicit, it
  helps students understand processes used to
  construct meaning solve problems.
• Students then use their own think alouds.
• Stephens Brown (2005), p. 49

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Thank you!
www.mmp.uwm.edu
Janis Freckmann freckmjl_at_milwaukee.k12.wi.us De
Ann Huinker huinker_at_uwm.edu
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Extras

• The following three slides provide sample
  questions teachers can use as they work with
  students
• To promote problem solving.
• To help students who get stuck.
• To check student progress.

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To promote problem solving

• Tell the problem in your own words.
• Close your eyes and explain what you see
  happening in the problem.
• What do you need to find out?
• What information do you have?
• Describe a strategy you are going to use?
• Explain how your answer will connect to the
  problem.

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To help students who get stuck

• How would you describe the problem in your own
  words?
• Explain the facts you know are in the problem.
• Draw a picture of the problem.
• How is your partner going to solve the problem?
• Lets change the numbers and then try to solve
  the problem.

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To check student progress

• Why does your answer makes sense?
• Explain your work to your partner.
• Explain your partners work to another.
• Share your thinking on your method.
• Compare how you solved the problem to how _____
  solved the problem.
• Is there a more efficient strategy?
• Would this way work with other numbers?
• Does anyone have the same answer but another way
  to explain it?