Promoting and Requiring Active Engagement: Mia notes even in the beginning of the year that many of her learners are very responsive to questioning, but others may take more time to develop that stance. She recognizes that the better she understands her learners’ dispositions, the better she can teach them.
How do you come to know your students as individuals? How does that help you engage them as learners?
These videos are discussed in the Inside Mathematics guide "Taking Responsibility for Learning, 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 "taking responsibility for learning."
Reflection: Mia on supporting students to work through misconceptions [Taking Responsibility for Learning]
Reflection: Mia contextualizes her beliefs about supporting students toward precision [Taking Responsibility for Learning]
Day 3: Calling student attention to the structure of the problem [Establishing and Following Classroom Routines]
Day 3: Building engagement with new tools and strategies [Promoting and Requiring Active Engagement]
Day 110: Reinforcing norms of sharing and independence [Establishing and Following Classroom Routines]
Day 110: Considering choice, independence, and responsibility [Establishing and Following Classroom Routines]
Day 110: Sustaining individual work and supporting other students’ independence and autonomy [Encouraging Perseverance]
Day 110: Helping students prove their understandings to themselves [Reflecting on One’s Own Behavior as a Learner]
Day 110: Students reflect on their own behavior and give feedback to each other [Promoting and Requiring Active Engagement]