![]() “Engaging students in rough-draft talk promotes learning because whole-class discussion can foster understanding. The rough-draft talk is seen as helpful and productive for the class and may help other students clarify their thinking. Using tasks that link to common misconceptions help in these discussions as many students may have the same questions. How can you effectively write in math - What is a writing strategy that allows students to collaborate using course content Exploratory Talk: Talking to. ![]() Time is then taken to allow the students to voice their question as part of rough-draft talk and it is valued by the teacher. The teacher notices students’ wonderings or questions that arise around other students’ working out or strategies. This principle provides space and a voice to those who may not usually participate in mathematical discourse around a problem. (EDT) on Zoom Join colleagues from across Ohio for some fun summer learning Find all information here. Raise students’ statuses by expanding on what counts as a valuable contribution. Book study: Rough Draft Math: Revising to Learn Tuesdays from June 21 to July 19 10:00-11:00 a.m.I’ve recommended the “My Favourite No” routine to teachers in the past, this video is a wonderful example of the routine and illustrates how the routine works as a formative assessment tool and effective feedback strategy. call this “My Favourite Rough-Draft” which is a modification of the “My Favourite No” routine. Students revise a student’s explanation and share their ideas of how the error occurred proving reasoning that promotes mathematical precise language. This is a time to look over a common error or misunderstanding from an anonymous piece of work. Promote the belief that learning mathematics involves revising understanding over time.These “rough-draft” discussions can cycle through a number of times before final draft talk is undertaken. The teacher’s role during these discussions is to ask questions to guide students’s thinking and highlight important mathematical ideas. They are labelled as such and students are given time to share ideas with peers or in small groups (linking with talk move – turn and talk) and ideas are shared with no identification of ‘right’ or ‘wrong’. This is where students are aware that initial discussions are “rough-drafts”. Foster a culture supportive of intellectual risk taking.
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