Clinical Supervision Module
Students came in from break
Working on question #4
What is the question asking? Stu – find the total.
Devon gives answer
# is going to be bigger or smaller
share a strategy – make a # line; drew a picture; mulitpication – used get – teacher redirects cause several are answering --stu explains how she got “get”
another reason for get – divide and multiple.
Teachers says there are several ways to get the answer.
What is the answer called – product – stu answers. Teacher puts problem on board tricks stu – puts big number on top
Cris cross apple sauce
Lets double check ourselves teacher guides stu thru
Talk to your neigbors –
Student explains how she used timeline
Teacher redoes it on the board – 2 hrs and 20 mins –answer is 140 minutes.
Teacher compliments students
Next problem – read it together as a class. – then talk in your groups how you will solve this.
I walked around – groups said that they need to subtract
Word problem was about an AR book w/ 500 pages. Teacher using real world experience. Stu work with groups and get answer. Teacher goes over the problem – Is the answer bigger or smaller? What is the answer called when you subtract? Difference.
Student explains how he gets the answer.
Could he finish the book this week – teacher ask question.
What makes this problem tricky – 2 0’s on top.
Micheal’s group see me; Tristan’s group ….
Juan’s group - …..
Big group – teacher explains – shows example what she is looking for
What is duplicate? Or you can do it this way – teacher shows another example
Make sure you label this – least to greatest.
Students know what they are to do – they have done this before – students moved to stations smoothly
Station 1 – putting #’’s on paper – least to greatest
Station 2 problem solving – bar graph – stu work together
Station 3 ipads
Station 4 area and perimeter – teacher stays here and works this group.