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Read Chapters 9, 10 and 11.
Consider these questions to guide your reading:
When do teachers give hints and extensions to students?
Does when and how teachers give hints and extensions encourage or inhibit thinking?
Do teachers consolidate a lesson before or after instruction?
How does when and how teachers consolidate a lesson encourage or inhibit thinking?
When do students take or write notes in the classroom?
How does current notetaking practices encourage or inhibit thinking?
After reading, go through the google slides to help solidify your thinking.
Hints and Extensions
Hints and Extensions
Open the Thin Slicing Curricular Task PDF .
Read the Parallel Problems, Hints and Extensions developed for this lesson.
Open the Padlet.
Respond to the prompt: How can you use the Parallel Problems to offer students the lesson Hints and Extensions?
Open the How Old Are They? google doc.
Read and solve the problem on paper.
Respond to the two questions:
What questions can you ask students who don't know how to start or get stuck?
What extension can you offer students who finish early?
Consolidation
Consolidation
Open the Thin Slicing Curricular Task PDF
Select three Parallel Problems to consolidate solving two step equations.
Open the Consolidation google slides.
Choose a slide. Write your name in the left hand corner.
Now solve the problems in the order you would use to consolidate the lesson.
Highlight what you plan to emphasize with each problem.
Note Making
Note Making
Open the Note Making google slides.
Choose a slide. Write your name in the left hand corner.
Complete the note making graphic organizer.
Look at how others completed the note making graphic organizer. Write down what you may put in reminders to your 'future forgetful self' in the 'speaker notes' section of your slide.
Closure
Closure
Click here to complete the Toolkit #3 Survey.
Facilitate consolidation and note making following a curricular task.
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