- When working with a guided math groups and having children explain the strategies and their thinking that they are using.
- Assessments that require the children to explain their think.
- Rich mathematical discussions.
How frequently are you able to confer with your students? If you are not able to confer as often as you would like, what prevents it?
I confer very little/if at all however if I think about when I can fit it in there are times when it I can do it. It is not something I am doing in my maths programme at the moment as I rarely have time or haven’t thought about it. On reflection I think I will be making time as it will allow me fill in some of the gaps my students have and give me more of an indication of where students are at and where to go next.
What advantages are there to having structures for conferences in mind as you meet with students?
I think it keeps it simple and is a direct path so as a teacher I can get straight to the point and meet the needs of my students. A structure will also be important for conferring with students as they will know what to expect each time it happens and warm to the idea, in turn providing more information and being open to the opportunity.
No comments:
Post a Comment