Question 1: What is the next step to helping this child complete this task in the future? For example, she was unable to produce some of the number. What are high cognitively demanded activities to support this child in this activity?
- Possible Answer: Provide the child with a few choices of numbers for her to decide which one is correct. For example, she seems to struggle with the number 30. The teacher could show her the number 29, 30, and 31 for her to choose. This may be a good idea because she will be able to determine which number is the one she's looking for by determining which ones it is not.
- Many of the children rely on number lines as tools when they are completing math tasks. If this child used a number line, it may indicate that she does not fully understand how to use a number line. She did not successfully write all of the numbers; therefore, we should ensure she understands how to use a number line. Number lines can be very useful tools for children when used correctly.
- I could ask my mentor teacher how this child was supported, and what she did after seeing the child's work. This would show me how to extend the child's thinking for the next step.
Remember to describe / analyze the artifact in brief so that the reader of this post knows what the task is about and in what context it is given. I like the questions you ask, but I can think of ways you can extend even these questions, e.g., "Did the child use a number line to complete the task?...How did the student use the number line? Does the student need to use the number line?...Can the student explain the use of the number line, e.g., what the number line allows them to do?"
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