What
a teacher
may act |
What
a teacher
may
say |
| Depending
on time availability,
bring the class
together after
30-45 minutes
or the next
day. Ask student
pairs/groups
to bring their
notebooks and
one of the objects
they built to
the center (best)
or front of
the classroom
and place it
on a table in
full view of
everyone. Ask
builders, |
Read
what you wrote
about this
structure
in your notebooks? |
Encourage
them to describe
the object
using their
notebook descriptions
to foster
documentation
of assertions
. Draw the
object on
the overhead/chart
paper and
record the
authors' description.
Number it
1. |
|
Provide
an opportunity
for oral
revision of
written description.
Add any other
features
offered by
the authors.
|
What
else would
you like to
add about
it? |
Open
discussion
of the features
of the object
to the whole
group and
transcribe
their offerings . |
What
would anyone
else like
to say about
it? |
If
a pair/group(s)
volunteers
another structure,
have them
bring it
and their
notebooks
forward, one
object at
a time. |
Does
someone have
one that
is
like this?
|
Ask ,
|
What
did you write
about this
structure?
How is it
like the
first one? |
| Record
their descriptions
and explanations.
Ask the class , |
How
is this like
the first
one? |
| Record
their responses.
Keep pushing
students toward
clarification
by questioning
their use of
language to
describe the
similar and
dissimilar aspects
of the structures.
For example, "Keisha
called this
an edge, but
Stewart called
it a side." Or, "Both
Tyrone and Minyong
called this
(concave) a
corner. Why?
If that is a
corner, what
is this (convex)? |
|
| Ask
for another
and continue
the process.
When the objects "like" the
first one are
exhausted,
say, |
Let's
summarize what
we know about
these objects.
We've decided
that they are
alike in some
way(s). What
are those ways? |
