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Teaching Practices That Support All Students, - Coggle Diagram
Teaching Practices That Support All Students
Establish goals to focus learning
tell what the students will learn
identify how they relate to learning progression
help understand how goals relate to work
use goals to inform instructional decisions
Implement tasks that promote reasoning and problem solving
select tasks that:
have maximum potential to build and extend students current understanding
have multiple entry points
require high level cognitive demand
support students to make sense of and solve tasks using multiple strategies and representations without doing the thinking for students
Use and connect representations
support students to use and make connections between various representations
introduce representations when appropriate
expect students to use various representations to support their reasoning and explanations
allow students to choose which representations to use in their work
help students attend to the essential features of an idea represented in a variety of ways
Facilitate meaningful discourse
facilitate productive discussions among students by focusing on reasoning and justification
strategically select and sequence students’ strategies for whole class discussion
make explicit connections between students’ strategies and ideas
Pose purposeful questions
ask questions that: probe students’ thinking and that require explanation and justification, build on students’ ideas and avoids funneling, make students’ ideas and the mathematics more visible so learners can examine the ideas more closely
provide appropriate amounts of wait time to allow students to organize their thoughts
Build procedural fluency from conceptual understanding
encourage students to make sense of, use, and explain reasoning and strategies
make connections between student and conceptual strategies and procedures
Support productive struggle in learning
help students see mistakes, misconceptions, naive conceptions, and struggles as opportunities for learning
anticipate potential difficulties and prepares questions that will help scaffold and support students thinking
allow students time to struggle with problems
praise students for their efforts and perseverance in problem solving
Elicit and use evidence of student thinking
decide what will count as evidence of students’ understanding
gather evidence of students understanding at key points during the lesson
interpret students thinking to gauge understanding and progress toward learning goals
decide during the lesson how to respond to students to probe, scaffold, and extend their thinking
use evidence of students learning to guide subsequent instruction