day 2: getting to know the language and personality of the classroom

day 2: getting to know the language and personality of the classroom

Modeling and Encouraging Active Listening: With Mia’s younger learners, it’s important to explain explicit “look-fors”, as she engages them in answering “what does it look like when we’re at the carpet?”

CONSIDER:
How do you develop speaking and listening abilities in your students?

These videos are discussed in the Inside Mathematics guide "Engaging in Mathematical Discourse, Mia Buljan, 2nd grade," one of 10 practice-focused guides on building classroom climates for mathematical learning.

The videos document key mathematical practices observed in teacher Mia Buljan's 2nd grade classroom over the course of a school year. In the guide (available as a PDF or an iBook download), you can explore extended narratives and questions for reflection around "engaging in mathematical discourse."

more videos for:

engaging in mathematical discourse

video thumb

Reflection: Mia on facilitating discourse between students [Modeling and Encouraging Active Listening]

video thumb

Day 2: Establishing norms for group work on the carpet [Modeling and Encouraging Active Listening]

video thumb

Day 2: Inviting students to extend the teacher’s thinking [Paraphrasing and Extending Discourse]

video thumb

Day 14: Inviting students to compare strategies and answers [Modeling and Encouraging Active Listening]

video thumb

Day 2: Using precise language to explain answers [Modeling and Encouraging Active Listening]

video thumb

Day 158: Facilitating mathematical discourse [Engaging in Mathematical Discourse]