Teachers make a multitude of decisions, both consciously and unconsciously, to support instruction. These include decisions about classroom organization and management; grouping practices; dealing with mistakes and misconceptions; transitions between lesson parts; and when to clarify, explain, question, or let a student struggle. Reflection should consider the various decisions that are made and the justifications and implications of these decisions.
From Grade 3: Patterns
How were transitions made and how effectively was this done?
How effectively are student mistakes addressed and misconceptions dealt with?
How effectively does the teacher determine when to clarify, explain, question or let a student struggle?
From Grade 4: Variable
What evidence is there that students have learned that mathematics being taught?
How effectively does the teacher determine when to clarify, explain, question or let a student struggle?
From Grade 5: Tiles
How were transitions made and how effectively was this done?
How are tools and other instructional materials used to enhance the development of mathematical understanding?
How effectively are student mistakes addressed and misconceptions dealt with?
From Grade 6: Paving
What decisions does the teacher make to achieve the goal of reaching all students?
How effectively are student mistakes addressed and misconceptions dealt with?
How effectively does the teacher determine when to clarify, explain, question or let a student struggle?
From Grade 7: Graphs
How effectively are student mistakes addressed and misconceptions dealt with?
How effectively does the teacher determine when to clarify, explain, question or let a student struggle?
From Grade 8: Bridges
What decisions does the teacher make to achieve the goal of reaching all students?
How effectively does the teacher determine when to clarify, explain, question or let a student struggle?
