Teachers seek to understand student thinking, including novel points of view, new ideas, ways of thinking, or alternative conceptions. Teachers draw out student thinking through carefully chosen questions and tasks and attend closely to what students do and say. They consider and check alternative interpretations of student ideas and methods. Teachers are attentive to how students might hear their questions and to how students communicate their own thinking. Teachers use what they learn about students to guide instructional decisions and to surface ideas that will benefit other students. To do this, teachers believe that by eliciting and interpreting student thinking, they can position students as sense-makers and that centering student thinking as valuable is central to an equitable learning environment. (Adapted from TeachingWorks High Leverage Practices)
RANDA Connections: RANDA Connections: IIB; IIC; IIIB; IIID; IIIE; IIIF
What the Research Says...
What the Research Says...
National Council of Teachers of Mathematics (NTCM) Five Practices For Monitoring Student Responses: This chapter provides a detailed explanation of practices for monitoring and supporting student responses
Progress Monitoring Within a Response-to-Intervention Model: An explanation of what progress monitoring looks like within Tier 1, 2, and 3 instruction.
Formative Assessment and Progress Monitoring: An article on how to use formative assessment to monitor student progress
11 Tips for Data-Driven Decision Making (American University) This article provides a brief explanation of how teachers can use data to inform instruction
Coaching to Monitor and Sequence Student Responses...
Coaching to Monitor and Sequence Student Responses...
In order to develop a teacher's capacity to Monitor and Sequence Student Responses, the coach will use the continuum above, as well as available data sources, to facilitate reflection and identify next steps. One approach may be to turn the continuum bullet points into questions.
The following resources align with the continuum:
Drawing Out Student Thinking
Eliciting and Interpreting Student Thinking (TeachingWorks)
Making Space for Students to Share Their Thinking
Thinking Routines (Project Zero)
Drawing Upon Multiple Sources of Data to Guide Instructional Decisions
Related Teacher Practices, Student Actions, and Classroom Interactions...
Related Teacher Practices, Student Actions, and Classroom Interactions...
Connection to District-Wide Professional Learning
Connection to District-Wide Professional Learning
The indicator "Monitor and Sequence Student Responses" supports teachers' ability to monitor student learning and hold students accountable to the purpose and heavy cognitive work that occurs during discourse. When utilizing discourse as an instructional move, it is imperative that teachers monitor student learning through asking questions, providing feedback, and intentionally selecting student thinking to share with the whole group. This ensures that students are being held accountable to the rigor of the standard and the discourse is leading to student learning.
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