Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

Monthly Update sign up
Mailing List signup
Search
Follow The Annenberg Learner on LinkedIn Follow The Annenberg Learner on Facebook Follow Annenberg Learner on Twitter
MENU
Teaching Math Home   Sitemap
Session Home Page
 
CommunicationSession 02 Overviewtab atab btab cTab dtab eReference
Part D

Applying Communication
  Group Test | Parabola Solution | Classroom Practice | Communication in Action | Classroom Checklist | Your Journal
view video
view video

 
 

Please watch the video excerpt at left now (duration 1:20). As you watch, take notes of examples of teacher-to-student, student-to-student and student-to-teacher communication. Which are examples of effective communication? What is missing in the others? Do Mr. Cabana and the students meet your criteria for effective communication?


Here are some ways to assess classroom communication and understanding:

  • The students need to construct a table of values to organize data and show values of n and f(n) for each data point. By constructing a table, a student demonstrates the ability to read and interpret a problem.
  • The students are asked to build a graph using the given data. The graph should be accurate and have appropriate units and labels. Successful graphing indicates successful communication and understanding of the functional relationship in graph form.
  • The students should be able to display in written form the reasoning used to determine the equation. The equation should show knowledge and understanding of parabolic functions.
  • The students should share knowledge with one another about steps to take, including correction of errors or offering of alternatives.
  • The work should be cooperative and no one student should dominate the group.

The student-to-student interaction of a group test forces students to discuss and apply what they have previously studied. You may find that two or four people per group is the optimal size for effective communication. Different problems and tasks may require homogeneous


(same ability level) or heterogeneous (various ability level)


groupings. Mr. Cabana assigns groups randomly and changes the groups after each unit.


Supplementing Group Tests

Mr. Cabana uses other forms of communication to evaluate students throughout the school year: group presentations, homework portfolio problems, and individual tests.

Next  Think about the classroom

    Teaching Math Home | Grades 9-12 | Communication | Site Map | © |  
   
Home | Video Catalog | About Us | Search | Contact Us | Site Map |
  • Follow The Annenberg Learner on Facebook


© Annenberg Foundation 2013. All rights reserved. Privacy Policy.