tag:blogger.com,1999:blog-7957770594730129884.post6569613911434486699..comments2016-07-01T18:52:08.608-05:00Comments on my musings: Talk Moves and Productive TalkAnonymoushttp://www.blogger.com/profile/15552852902285990684noreply@blogger.comBlogger1125tag:blogger.com,1999:blog-7957770594730129884.post-51133244132356860952009-11-14T15:08:50.589-06:002009-11-14T15:08:50.589-06:00Very cool! I like the problem types you chose, an...Very cool! I like the problem types you chose, and I like how revoicing helped the one student to more fully understand the problem. I also like how you mentioned that you think of "wait time" as "think time". From a teacher perspective, you're waiting, but from the student's perspective he or she is thinking. Nice.<br><br>One thing to think about. I would hesitate to have students circle the numbers in the problem, and maybe even to underline the question. Maybe not now, but at some point problems will include numbers that are not necessary or that are important but not needed in the actual operations. Also, while the question in the problem directs what the student should find, sometimes there are hidden questions or things that need to be found first before solving the problem. Because of this, I would encourage your students to understand the problem as a whole and spend some time talking about it before they start to solve it, but not having them focus on key words or numbers. What do you think about this?Carmenhttps://www.blogger.com/profile/18038565140580692265noreply@blogger.com