Redirect student 35% Cognitive Demand 2. Directed thinking Lowered or Guidance Narrow down maintained from possibilities for intended action Attend to Student Direct an action Struggle Break down Assess cause and problem into direct student smaller parts Build on Student Alter problem to Thinking: an analogy Used to build on with teacher ideas Ask for reasons 28% Cognitive Demand 3. Probing and justification Maintained Guidance Offer ideas based Attend to Student on students’ Struggle thinking Question, Seek explanation encourage that could get at student’s an error or misconception Build on Student Ask for written Thinking work of students’ Used as for thinking guiding student Ask for detailed 11% Cognitive Demand 4. Affordance explanation Maintained or Build on student raised thinking Attend to Student Press for Struggle justification and Acknowledge, sense-making with question, and group or allow student time individually Build on Student Afford time for Thinking students to work Clarify and highlight student ideas Telling Response
2. Directed Guidance Redirect student thinking Narrow down possibilities for action Direct an action Break down problem into smaller parts Alter problem to an analogy 35% Cognitive Demand Lowered or maintained from intended Attend to Student Struggle Assess cause and direct student Build on Student Thinking: Used to build on with teacher ideas 3. Probing Guidance Ask for reasons and justification Offer ideas based on students’ thinking Seek explanation that could get at an error or misconception Ask for written work of students’ thinking 28% Cognitive Demand Maintained Attend to Student Struggle Question, encourage student’s Build on Student Thinking Used as for guiding student 4. Affordance Ask for detailed explanation Build on student thinking Press for justification and sense-making with group or individually Afford time for students to work 11% Cognitive Demand Maintained or raised Attend to Student Struggle Acknowledge, question, and allow student time Build on Student Thinking Clarify and highlight student ideas Telling Response
NCTM_ResearchConference_2014_final.docx