Reflect:
After reading Chapter 9, please reflect on the questions below and post your response by Monday. Feel free to respond to the questions provided or share something else that you intentionally did differently in regards to supporting productive struggle.
Please note: the prompts below are to help you reflect. There is not an expectation for you to respond to all {or even any} of the provided questions!
Respond:
After reading Chapter 9, please reflect on the questions below and post your response by Monday. Feel free to respond to the questions provided or share something else that you intentionally did differently in regards to supporting productive struggle.
Please note: the prompts below are to help you reflect. There is not an expectation for you to respond to all {or even any} of the provided questions!
Respond:
Supporting Student Struggle on a Challenging Mathematical Task
Choose a task that promotes reasoning and problem solving that you plan to implement in your classroom. {See chapter 3 for a discussion of these types of tasks.}
Choose a task that promotes reasoning and problem solving that you plan to implement in your classroom. {See chapter 3 for a discussion of these types of tasks.}
- What will you see students doing or hear students saying that would serve as evidence of productive struggle with the task?
- What would you see or hear as evidence of unproductive struggle with the task?
- Describe ways you might use any of the four strategies discussed in ATL 9.3 - questioning, providing encouragement, giving adequate time, and acknowledging student contributions - to support student engagement in productive struggle so that they can make progress toward the mathematics learning goals of the lesson.
Interact:
On Tuesday, read your colleagues' reflections and respond to at least one other post by sharing a comment, insight, or interesting possibility by Friday.
