Using Precise Language: Teacher Patty Ferrant selects two different approaches represented in student work, asking students to identify “Who do you agree with, and why?” and “How could you use the strategy we’re working with to prove it?”
She first asks her students to reflect, then to show with a thumbs-up when they have identified a sample they agree with and are ready to discuss it.
In so doing, the students must use precise language in order to make themselves understood.
How might you select different examples and have students evaluate the work?
These videos are discussed in the Inside Mathematics guide "Engaging in Mathematical Discourse, Patty Ferrant, 8th Grade," one of 10 practice-focused guides on building classroom climates for mathematical learning.
The videos document key mathematical practices observed in teacher Patty Ferrant's 8th-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."
Day 2: Establishing expectations for attentive listening [Modeling and Encouraging Active Listening]
Day 3: Group collaborative task for precise communication and structured talk [Using Structured Talk]
Day 19: Persisting in encouraging students to participate and make their thinking clear [Paraphrasing and Extending Discourse]