The main idea from this article is that analyzing VIBAs is beneficial to teachers. It helps them understand their students' thinking. It also helps teachers develop future lessons based on the needs of the student's cutting edge knowledge.
Three key points include: 1) Avoid temptations to talk to the student when he is engaged in solving a task. 2) Select tasks and follow-up tasks that are, in my estimation, at the student's knowledge edge. 3)Be careful not to overdo the technique of asking the student how she solved the task.
I think we needed to read this for MRIS because it is an article that gives a LOT of pointers as to how to run a VIBA.
I think your #3 is very true. Oftentimes we feel like we need to ask them how they did it, when it really isn't necessary. We don't want to frutstrate the students!
Videotaped interview-based assessments allow teachers to most accurately determine a student’s “cutting edge” of leaning. We can then base our instruction on this accurate knowledge and provide better learning activities.
3 Key Points: 1. Videotape Assessments allow teachers to pick up on subtle clues; we may not catch in the assessment process. The small movements or the length of time needed to process can give us much insight into what the student really understands. 2. Especially since we now will be working one-on-one with students and watching our lessons, we can try to push our student’s thinking to their “cutting edge” (a term I remember well from AVMR). We can think of better questions to elicit better strategies, so we really know where they are at. 3. Videotaping also allows me to analyze my own responses to students answers. I may be saying things I am not even aware of.
One of the key reasons Wright said teachers would use VIBA are for Math Recovery. This is just as much a learning experience for us as it is for the students we will be teaching. Videotaping will not only inform our instruction, but will allow us to reflect and analyze our teaching.
The main idea from this article is that analyzing VIBAs is beneficial to teachers. It helps them understand their students' thinking. It also helps teachers develop future lessons based on the needs of the student's cutting edge knowledge.
ReplyDeleteThree key points include:
1) Avoid temptations to talk to the student when he is engaged in solving a task.
2) Select tasks and follow-up tasks that are, in my estimation, at the student's knowledge edge.
3)Be careful not to overdo the technique of asking the student how she solved the task.
I think we needed to read this for MRIS because it is an article that gives a LOT of pointers as to how to run a VIBA.
I think your #3 is very true. Oftentimes we feel like we need to ask them how they did it, when it really isn't necessary. We don't want to frutstrate the students!
DeleteVideotaped interview-based assessments allow teachers to most accurately determine a student’s “cutting edge” of leaning. We can then base our instruction on this accurate knowledge and provide better learning activities.
ReplyDelete3 Key Points:
1. Videotape Assessments allow teachers to pick up on subtle clues; we may not catch in the assessment process. The small movements or the length of time needed to process can give us much insight into what the student really understands.
2. Especially since we now will be working one-on-one with students and watching our lessons, we can try to push our student’s thinking to their “cutting edge” (a term I remember well from AVMR). We can think of better questions to elicit better strategies, so we really know where they are at.
3. Videotaping also allows me to analyze my own responses to students answers. I may be saying things I am not even aware of.
One of the key reasons Wright said teachers would use VIBA are for Math Recovery. This is just as much a learning experience for us as it is for the students we will be teaching. Videotaping will not only inform our instruction, but will allow us to reflect and analyze our teaching.