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The Teacher's Guide to Flexible Interviewing in the Classroom: Learning What Children Know About Math / Edition 1
     

The Teacher's Guide to Flexible Interviewing in the Classroom: Learning What Children Know About Math / Edition 1

by Herbert Ginsburg
 

ISBN-10: 0205265677

ISBN-13: 9780205265671

Pub. Date: 01/15/1998

Publisher: Allyn & Bacon, Inc.

To teach effectively, teachers need to understand what the child means; discover what the shy child is thinking; or why the student from a different culture refuses to answer. Curriculum improvements such as computers will not be truly effective unless teachers understand how children think and what they know. The Standards of the National Council of Teachers of

Overview

To teach effectively, teachers need to understand what the child means; discover what the shy child is thinking; or why the student from a different culture refuses to answer. Curriculum improvements such as computers will not be truly effective unless teachers understand how children think and what they know. The Standards of the National Council of Teachers of Mathematics urge teachers to go in new directions and conduct more "authentic" assessments of students. This book helps teachers understand and use one essential form of assessment aimed at uncovering children's thinking about math and other subjects - the flexible interview. The authors' goal is to help elementary level teachers understand and use flexible interviewing. They describe practical ways of using flexible interviews in the classroom in order to learn what children know about math. The methods described were developed and tested by real classroom teachers. Elementary school teachers of any subject. A Longwood Professional Book

Product Details

ISBN-13:
9780205265671
Publisher:
Allyn & Bacon, Inc.
Publication date:
01/15/1998
Pages:
211
Product dimensions:
6.99(w) x 9.19(h) x 0.62(d)

Table of Contents

Preface ix
CHAPTER ONE What Is Flexible Interviewing and Why Should You Use It?
1(19)
Some Problems with Standard Tests
2(4)
Interviewing Jennifer
6(8)
The Essence of the Flexible Interview
14(3)
Experimenting with Flexible Interviewing in the Classroom
17(3)
CHAPTER TWO Preparing Students for the Thinking-Oriented Classroom
20(35)
Introducing the Vocabulary of Thinking
21(6)
Learning to Plan and to Talk about What One Is Going to Do
27(7)
Learning to Record One's Thinking
34(8)
Learning to Talk about What One Has Done
42(7)
Reflecting on the Experience of Learning
49(5)
What Comes Next?
54(1)
CHAPTER THREE Interviewing Individual Students
55(30)
Structured Individual Interview
56(9)
A Semi-structured Individual Interview
65(5)
The Flexible Interview
70(5)
Spontaneous Questioning
75(6)
Questioning about a Piece of Work
81(3)
What Comes Next?
84(1)
CHAPTER FOUR Interviewing Groups of Students in a Classroom Setting
85(23)
Interviewing Clusters of Students
86(9)
Interviewing During Whole-Class Instruction
95(12)
What Comes Next?
107(1)
CHAPTER FIVE Peer Interviewing
108(33)
Introducing Interviewing in the Classroom
109(3)
Using Role Reversal to Teach Interviewing
112(4)
Brainstorming Interview Questions
116(4)
The Peer Interview
120(3)
Preparing Students to Discuss Peer Interviews
123(4)
Thinking about Relationships among Peers' Questions
127(3)
Learning to Write and Talk about Someone Else's Thinking
130(7)
Evaluating Task Performance
137(3)
What Comes Next?
140(1)
CHAPTER SIX Guidelines for Flexible Interviewing
141(21)
State of Mind
141(3)
Getting Started
144(4)
Motivating the Child
148(5)
Examining What the Child Knows
153(4)
What Is the Child Really Capable Of?
157(2)
Determining What the Child Can Learn
159(1)
Epilogue
160(2)
CHAPTER SEVEN A Sampler of Questions
162(33)
The Counting Numbers
164(3)
Place Value
167(2)
Addition and Subtraction
169(3)
Addition, Subtraction, and Place Value
172(2)
Multiplication
174(3)
Multiplication and Place Value
177(2)
Division
179(2)
Prime and Composite Numbers
181(2)
Fractions
183(5)
Ratio and Percent
188(2)
Decimals
190(2)
Geometry
192(2)
What Comes Next?
194(1)
CHAPTER EIGHT What Teachers Say about Using Flexible Interviewing in the Classroom
195(13)
Assessment Practices
196(2)
Teaching Practice, Views of Learning, and Views on What the Teaching of Mathematics Is All About
198(7)
Teacher Beliefs about Students' Knowledge
205(2)
Conclusion
207(1)
References 208(1)
Index 209

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