Agenda for Think Aloud Group 3 for November 14th.
1. Matt will introduce the Think Aloud Strategy.
2. Al will model a Think Aloud to the large group.
3. Jennifer will review Think Aloud and talk about common challenges.
4. Mark will introduce a problem for each of the small groups to present within the group.
Gary will monitor via telepathy from UNMC.
Monday, November 7, 2011
1. What is the number and name of the literacy strategy you have chosen?
TJ Lit Strategy 3 (Think Alouds)
2. While conducting research, identify the most important insights you learned (beyond the description in the Google Doc - Literacy Strategies @ TJ).
Very Powerful with new material or with difficult "Word" problems.
3. What insights have you gained about this strategy by talking to other group members?
It has been an effective strategy for almost if not all of the math teachers.
4. Which course and period did you first implement this literacy strategy? Explain why. Periods 3 and 5 (precalculus)
5. What did you learn during this first implementation about the strategy, your students, your instruction? It works.
6. What did you learn when you saw another teacher implementing this strategy?
Was not able to observe.
7. What did you learn from the feedback supplied to you by another teacher when they observed your implementation of this strategy?
Was not able to schedule.
8. How did you change your thinking and/or implementation of this strategy based on your observation(s), feedback you received, and your experience implementing?
Hope to have this experience at some time.
9. Do you anticipate using this strategy again? Explain your response.
Will use on a regular basis.
10. What questions, concerns, observations, insights do you want to address with your group members on Nov. 7th? How the strategies working for them.
TJ Lit Strategy 3 (Think Alouds)
2. While conducting research, identify the most important insights you learned (beyond the description in the Google Doc - Literacy Strategies @ TJ).
Very Powerful with new material or with difficult "Word" problems.
3. What insights have you gained about this strategy by talking to other group members?
It has been an effective strategy for almost if not all of the math teachers.
4. Which course and period did you first implement this literacy strategy? Explain why. Periods 3 and 5 (precalculus)
5. What did you learn during this first implementation about the strategy, your students, your instruction? It works.
6. What did you learn when you saw another teacher implementing this strategy?
Was not able to observe.
7. What did you learn from the feedback supplied to you by another teacher when they observed your implementation of this strategy?
Was not able to schedule.
8. How did you change your thinking and/or implementation of this strategy based on your observation(s), feedback you received, and your experience implementing?
Hope to have this experience at some time.
9. Do you anticipate using this strategy again? Explain your response.
Will use on a regular basis.
10. What questions, concerns, observations, insights do you want to address with your group members on Nov. 7th? How the strategies working for them.
1. What is the number and name of the literacy strategy you have chosen?
Read aloud / Think aloud. Strategy #3
2. While conducting research, identify the most important insights you learned (beyond the description in the Google Doc - Literacy Strategies @ TJ).
The students are reluctant to "play along". There is a need to train them into the process.
3. What insights have you gained about this strategy by talking to other group members?
That it is a useful stategy in mathematics.
4. Which course and period did you first implement this literacy strategy? Explain why.
Period 5 Integrated Math A
5. What did you learn during this first implementation about the strategy, your students, your instruction?
I need to pay attention to the student engagement level. Do I have them or not? If not, why?
6. What did you learn when you saw another teacher implementing this strategy?
I did not have an opportunity during my planning period.
7. What did you learn from the feedback supplied to you by another teacher when they observed your implementation of this strategy?
Unfortunately, did not have that opportunity.
8. How did you change your thinking and/or implementation of this strategy based on your observation(s), feedback you received, and your experience implementing?
Improvement comes with experience.
9. Do you anticipate using this strategy again? Explain your response.
Obsolutely. I hope to use it regularly each week.
10. What questions, concerns, observations, insights do you want to address with your group members on Nov. 7th?
It should be a good conversation.
Read aloud / Think aloud. Strategy #3
2. While conducting research, identify the most important insights you learned (beyond the description in the Google Doc - Literacy Strategies @ TJ).
The students are reluctant to "play along". There is a need to train them into the process.
3. What insights have you gained about this strategy by talking to other group members?
That it is a useful stategy in mathematics.
4. Which course and period did you first implement this literacy strategy? Explain why.
Period 5 Integrated Math A
5. What did you learn during this first implementation about the strategy, your students, your instruction?
I need to pay attention to the student engagement level. Do I have them or not? If not, why?
6. What did you learn when you saw another teacher implementing this strategy?
I did not have an opportunity during my planning period.
7. What did you learn from the feedback supplied to you by another teacher when they observed your implementation of this strategy?
Unfortunately, did not have that opportunity.
8. How did you change your thinking and/or implementation of this strategy based on your observation(s), feedback you received, and your experience implementing?
Improvement comes with experience.
9. Do you anticipate using this strategy again? Explain your response.
Obsolutely. I hope to use it regularly each week.
10. What questions, concerns, observations, insights do you want to address with your group members on Nov. 7th?
It should be a good conversation.
1. What is the number and name of the literacy strategy you have chosen?
Think/Read Aloud #3
2. While conducting research, identify the most important insights you learned (beyond the description in the Google Doc - Literacy Strategies @ TJ).
In order for students to wanna do it they first must be shown how to do it.
3. What insights have you gained about this strategy by talking to other group members?
That think alouds work well math and problem solving.
4. Which course and period did you first implement this literacy strategy? Explain why.
Algebra 2 5th hour. Modeling helps students to learn the process or order in which thinking needs to happen.
5. What did you learn during this first implementation about the strategy, your students, your instruction?
I use this strategy frequently in math and students respond well to it.
6. What did you learn when you saw another teacher implementing this strategy?
I have not been able to get into another class to see a think aloud being performed.
7. What did you learn from the feedback supplied to you by another teacher when they observed your implementation of this strategy?
I have not had another teacher observe my think aloud yet.
8. How did you change your thinking and/or implementation of this strategy based on your observation(s), feedback you received, and your experience implementing?
9. Do you anticipate using this strategy again? Explain your response.
Yes I feel it is important for the students to see my thinking.
10. What questions, concerns, observations, insights do you want to address with your group members on Nov. 7th? None
Think/Read Aloud #3
2. While conducting research, identify the most important insights you learned (beyond the description in the Google Doc - Literacy Strategies @ TJ).
In order for students to wanna do it they first must be shown how to do it.
3. What insights have you gained about this strategy by talking to other group members?
That think alouds work well math and problem solving.
4. Which course and period did you first implement this literacy strategy? Explain why.
Algebra 2 5th hour. Modeling helps students to learn the process or order in which thinking needs to happen.
5. What did you learn during this first implementation about the strategy, your students, your instruction?
I use this strategy frequently in math and students respond well to it.
6. What did you learn when you saw another teacher implementing this strategy?
I have not been able to get into another class to see a think aloud being performed.
7. What did you learn from the feedback supplied to you by another teacher when they observed your implementation of this strategy?
I have not had another teacher observe my think aloud yet.
8. How did you change your thinking and/or implementation of this strategy based on your observation(s), feedback you received, and your experience implementing?
9. Do you anticipate using this strategy again? Explain your response.
Yes I feel it is important for the students to see my thinking.
10. What questions, concerns, observations, insights do you want to address with your group members on Nov. 7th? None
Lit Strategy Questions
Literacy Strategies @ TJ Learning Blog Questions
1. What is the number and name of the literacy strategy you have chosen?
Think-Alouds Strategy #3
2. While conducting research, identify the most important insights you learned (beyond the description in the Google Doc - Literacy Strategies @ TJ).
Examples of questions to ask when doing a Think-Aloud.
3. What insights have you gained about this strategy by talking to other group members?
All math teachers use this Literacy Strategy regularly.
4. Which course and period did you first implement this literacy strategy? Explain why.
I used it in all my classes, it is a very powerful tool in math instruction.
5. What did you learn during this first implementation about the strategy, your students, your instruction?
Students don’t like to do Think-Alouds to a group, it is very easily adapted to math instruction.
6. What did you learn when you saw another teacher implementing this strategy?
I didn’t receive any invitations to observe during my planning period.
7. What did you learn from the feedback supplied to you by another teacher when they observed your implementation of this strategy?
There weren’t any teachers that observed my classroom.
8. How did you change your thinking and/or implementation of this strategy based on your observation(s), feedback you received, and your experience implementing?
Make sure to use the word “I” when doing aThink-Aloud with a problem.
9. Do you anticipate using this strategy again? Explain your response.
Yes, I will use it almost everyday.
10. What questions, concerns, observations, insights do you want to address with your group members on Nov. 7th?
To see if they have any experiences using Think-Alouds that have been different or out of the ordinary.
Question Answers
1. What is the number and name of the literacy strategy you have chosen?
3. What insights have you gained about this strategy by talking to other group members?
The ways in which they incorporate this idea and how they have found it successful.
4. Which course and period did you first implement this literacy strategy? Explain why.
Geometry - 1st period. They are a good class that works well together and I thought that would be a good way to see how this strategy went in a class.
5. What did you learn during this first implementation about the strategy, your students, your instruction?
I learned that modeling the strategy is helpful. The students appreciate having something to see and understand before trying it on their own. The students also enjoyed working together and trying to understand a new concept with one another.
6. What did you learn when you saw another teacher implementing this strategy?
9. Do you anticipate using this strategy again? Explain your response.
Yes, this is a strategy that I will use frequently.
10. What questions, concerns, observations, insights do you want to address with your group members on Nov. 7th?
Think Aloud - #3
2. While conducting research, identify the most important insights you learned (beyond the description in the Google Doc - Literacy Strategies @ TJ).
That students should have the teacher model the strategy for them, and allow them then to work together to develop their own way to think about a different situation.
3. What insights have you gained about this strategy by talking to other group members?
The ways in which they incorporate this idea and how they have found it successful.
4. Which course and period did you first implement this literacy strategy? Explain why.
Geometry - 1st period. They are a good class that works well together and I thought that would be a good way to see how this strategy went in a class.
5. What did you learn during this first implementation about the strategy, your students, your instruction?
I learned that modeling the strategy is helpful. The students appreciate having something to see and understand before trying it on their own. The students also enjoyed working together and trying to understand a new concept with one another.
6. What did you learn when you saw another teacher implementing this strategy?
Was unable to see another teacher.
7. What did you learn from the feedback supplied to you by another teacher when they observed your implementation of this strategy?
Everyone had class while I was trying my strategy.
8. How did you change your thinking and/or implementation of this strategy based on your observation(s), feedback you received, and your experience implementing?
7. What did you learn from the feedback supplied to you by another teacher when they observed your implementation of this strategy?
Everyone had class while I was trying my strategy.
8. How did you change your thinking and/or implementation of this strategy based on your observation(s), feedback you received, and your experience implementing?
I tried to make my modeling and the directions a little more specific and I gave them more questions to think about/use while working together.
9. Do you anticipate using this strategy again? Explain your response.
Yes, this is a strategy that I will use frequently.
10. What questions, concerns, observations, insights do you want to address with your group members on Nov. 7th?
NA
Tuesday, October 4, 2011
Literacy Strategies @ TJ Learning Blog Questions
1. What is the number and name of the literacy strategy you have chosen?
2. While conducting research, identify the most important insights you learned (beyond the description in the Google Doc - Literacy Strategies @ TJ).
3. What insights have you gained about this strategy by talking to other group members?
4. Which course and period did you first implement this literacy strategy? Explain why.
5. What did you learn during this first implementation about the strategy, your students, your instruction?
6. What did you learn when you saw another teacher implementing this strategy?
7. What did you learn from the feedback supplied to you by another teacher when they observed your implementation of this strategy?
8. How did you change your thinking and/or implementation of this strategy based on your observation(s), feedback you received, and your experience implementing?
9. Do you anticipate using this strategy again? Explain your response.
10. What questions, concerns, observations, insights do you want to address with your group members on Nov. 7th?
2. While conducting research, identify the most important insights you learned (beyond the description in the Google Doc - Literacy Strategies @ TJ).
3. What insights have you gained about this strategy by talking to other group members?
4. Which course and period did you first implement this literacy strategy? Explain why.
5. What did you learn during this first implementation about the strategy, your students, your instruction?
6. What did you learn when you saw another teacher implementing this strategy?
7. What did you learn from the feedback supplied to you by another teacher when they observed your implementation of this strategy?
8. How did you change your thinking and/or implementation of this strategy based on your observation(s), feedback you received, and your experience implementing?
9. Do you anticipate using this strategy again? Explain your response.
10. What questions, concerns, observations, insights do you want to address with your group members on Nov. 7th?
Monday, October 3, 2011
Math Think-Aloud Strategy
Description of Strategy
Math Think-Aloud involves learning a list of solution steps, often with a set of corresponding
prompts that take the form of questions, such as “What does the problem say?” Students are
taught to ask themselves the questions aloud and continue thinking aloud while answering
them. Student can be encouraged to engage in a running monologue, describing the questions
they are asking of themselves, possible solutions, and difficulties they may encounter. In the
beginning, teachers model the use of the steps and apply the steps to a problem. Gradually, the
teacher transfers responsibility for using the strategy to the student. Over time, the student
internalizes the prompts and self-instructions so that he or she no longer verbalizes them aloud
and the student independently uses the steps to solve problems. For example, students could
be taught to solve problems using the following strategy. Consider this multiplication problem:
5n=50.
Step 1: Identify the variable and the kind of problem. (Answer: n, multiplication)
Step 2: What operation do you use to solve the problem? (Answer: the opposite of
multiplication, division)
Step 3: What number is used to solve the problem and why? (Answer: 5, because it is
next to the variable)
Step 4: Perform the operation on both sides of the equation.
In this case, the teacher can model the strategy (i.e., thinking aloud when following the steps),
use guided practice as he or she checked for comprehension and utility of the strategy, provide
opportunities for independent practice (i.e., homework), assess students on mastery of the
strategy and content, and provide feedback throughout. The teacher should often prompt
students to go to the next step after completing the previous one. Positive reinforcement can be
used throughout to motivate students.
Power of a Think Aloud
Thinking aloud by the teacher and more capable students allowed the novice learners to see the expert thinking which is usually hidden from them.
Short article with strategy
Take a look at The DePaul Center for Urban Education Research Base has a short table and a couple of key research items. The blogger will not let me paste the website.
Think Aloud Prompt Sheet
MATH THINK ALOUD PROMPT SHEET
1. The problem says . . .
2. What am I trying to solve? I am trying to figure out …the value for the variable.
3. The important/essential information is . . .to
4. What strategy will I use to solve the problem? The strategy I will use is . . . the think aloud strategy.
5. I am going to think aloud each step of this strategy.
· First, I know that I need to find out the value for the variable.
· Second, I need to divide the equation into two parts where the equal sign is.
· I know that if I am adding I must subtract to cancel the number.
· I also know that if I am subtracting I must add.
· Then, I know that whatever I did in one side I must do it in the other side of the equal sign.
· Does this answer make sense? Let me work backwards and see...; I will replace the variable for the number and if I get the same answer I know I have the correct value for the variable.
· Does this answer make sense if I read the problem again?
Literacy strategy 3
I like this strategy a "lot". I was using this strategy long before I knew that it had a name.
It is especially helpful to help students learn vocabulary and get thru a lot of the technical
jargon that is part of the proofs and examples for new parts of the textbook curricula.
It is especially helpful to help students learn vocabulary and get thru a lot of the technical
jargon that is part of the proofs and examples for new parts of the textbook curricula.
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