Chat with us, powered by LiveChat You will interview a student, friend or family member to gain an understanding about how they think about multiplication. During the interview, you will practice using responsive lis | WriteDen

You will interview a student, friend or family member to gain an understanding about how they think about multiplication. During the interview, you will practice using responsive lis

Follow directions in the first attachmen.
you DO NOT need a video recording. The assignment will ask you to use time stamps. Make them up as you go along.  
The last attachment are examples of responsive listening That you can get ideas from.

Directions: Responsive Listening Interview

Performance-Based Assessment #2

Due Tuesday, October 18th, 11:59 AM

Course Objective # 2: I can engage in responsive listening to support and extend student thinking.

Goal:

The purpose of this assessment is for you to demonstrate your ability to use responsive listening to develop a clear understanding of student thinking and to push and extend their thinking in new directions.

Overview:

You will interview a student, friend or family member to gain an understanding about how they think about multiplication. During the interview, you will practice using responsive listening as much as possible. You will pose the mathematical task to your interviewee, listen to their response, and use responsive listening to develop a clear picture of what they know.

Instructions

PART ONE: Preparing for the Interview

· Select a student, friend or family member to interview in person.

· Find a way to record your interview.

· Review the learning activities we have completed related to responsive listening.

· PowerPoint Assignment Module 5,

· PowerPoint Assignment Module 6,

· Group Activity Module 6

PART TWO: The Interview

At the Beginning of the Interview:

· Give your interviewee a brief overview of what you have learned in this class so far.

· Explain to your interviewee that the purpose of this interview is for you to practice listening to other people talk about math and to practice how to respond to their thinking. Tell them that you will have them work on a math problem, but you will not be explaining to them how to do the problem. Instead, you will be listening to what they think and asking them questions to better understand their ideas. Remind them that you will ask questions regardless of whether they are answering correctly or not.

During the Interview:

· STEP ONE: Begin the interview by asking the interviewee to solve 5 x 18. Encourage them to solve the problem in their head.

· Ask them to explain their method.

· Use responsive listening, that is, listen to understand their thinking, and then, actively work to support or extend their thinking.

· At this point in the interview, it might be good to focus on asking them why they did certain things (be specific). (i.e. “why did you write this 4 here, what does it represent”)

· “What made you say …”

· “How do you know …”

· “Will it always work to do …”

· “Why did you …”

· STEP TWO: Continue by asking the interviewee to solve 5 x 18 in another way.

· As they share their thinking, listen responsively.

· First, you might want to ask for additional thinking about the current method. Why they did certain things?

· “What made you say …”

· “How do you know …”

· “Will it always work to do …”

· “Why did you …”

· Second, you might want to ask them to compare and contrast the first and second solutions. Try to explore how one idea they shared relates to another idea they expressed. And, try to be specific.

· “I see you multiplied 10 x 5 and got 50 in the second solution, is this represented anywhere in the first solution?”

· “In the first solution you multiplied by 18, but you didn’t do this in the second solution, why not?”

· STEP THREE: Repeat step two until the person has solved the problem in as many different ways as possible. Remember that you need to analyze the interview. If you only talk about two solutions, you likely will not have enough data to complete the assessment. Keep asking questions.

· If a student solves it one way and can’t think of any other way:

· Ask if they can draw a picture that shows the answer.

· Ask if they can invent a new way to solve it.

· Show them a method that they haven’t used and ask if they can figure out how it works and why.

After the interview:

· Collect the written work.

· If you conducted the interview via video conference, have them take a picture and send it to you.

· Listen to the recording of the interview.

· Think about how the interview went and record examples of directive, observational, and responsive listening.

PART THREE: Complete the Assignment

· STEP ONE: Identify Different Types of Listening

· Use the Template for Responsive Listening Interview

· Identify three examples of responsive listening from your interview.

· Answer the questions that follow for each example.

· Identify three examples of either directive or observational listening from your interview.

· Answer the questions that follow for each example.

· STEP TWO: Complete the Reflection by answering the following questions.

· How did you feel during and after the interview?

· What are your strengths related to responsive listening?

· What areas do you want to keep working on?

· What challenges do you expect to face related to implementing responsive listening when you are a teacher?

· STEP THREE: Self-Assessment

· After you have completed your interview and the prompts above, reread your work, and then assess yourself using the rubric below.

· Show your rating by changing the shading in the section to indicate a score of (initial, emerging, or proficient) that you have found your work falls under. To do this in Microsoft Word, click Table Design, then click Shading.

· Write an explanation for why you gave yourself that rating.

· Note: You do not need to turn in your recording of the interview. Keep it in case you need to go back and revise your work.

Student Work Example Identifying Responsive Listening:

Below is an excerpt from a student’s assessment. Notice that this student transcribes more than a single sentence. The back and forth between the student and their interviewee provides context that helps demonstrate that the student is listening responsively. Had the student just wrote “You add zero? Can you tell me more specifically what you mean?” it would not have been clear that the interviewer was being responsive to the interviewee’s ideas.

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Student Work Example: First part of Self-Assessment

Course Objective # 2: I can engage in responsive listening to support and extend student thinking.

Initial

Emerging

Proficient

A: Type of Listening

I can implement and identify one instance of responsive listening.

I can implement and identify two instances of responsive listening.

I can implement and identify three instances of responsive listening.

Explanation: I was able to implement responsive listening throughout the interview. I provided three examples to show this. I believe each example was correctly identified as responsive listening showing not only that I can use responsive listening, but that I can identify it as well.

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Template for the Responsive Listening Interview

Performance-Based Assessment #2

Due October 18 11:59 AM

Who did you interview?

How long did the interview last?

Write a paragraph describing how the interview went in general.

Responsive Listening

Responsive Listening 1

Timestamp from your recording.

Transcribe an interaction between you and the interviewee in which you demonstrated responsive listening.

Why was this responsive listening?

How did this interaction support and/or extend the interviewee’s thinking?

Responsive Listening 2

Timestamp from your recording.

Transcribe another interaction between you and the interviewee in which you demonstrated responsive listening.

Why was this responsive listening?

How did this interaction support and/or extend the interviewee’s thinking?

Responsive Listening 3

Timestamp from your recording.

Transcribe another interaction between you and the interviewee in which you demonstrated responsive listening.

Why was this responsive listening?

How did this interaction support and/or extend the interviewee’s thinking?

Observational or Directive Listening

In this part of the assignment, you need to provide three examples, each example can be either observational or directive. So, you might have 1 observational example and two directive examples.

Observational or Directive Listening 1

Timestamp from your recording.

Transcribe an interaction between you and the interviewee in which you demonstrated observational or directive listening.

What type of listening was this? Why?

If you could redo this interaction, would you do/say anything differently? If so, what? If not, why not?

Observational or Directive Listening 2

Timestamp from your recording.

Transcribe another interaction between you and the interviewee in which you demonstrated observational or directive listening.

What type of listening was this? Why?

If you could redo this interaction, would you do/say anything differently? If so, what? If not, why not?

Observational or Directive Listening 3

Timestamp from your recording.

Transcribe another interaction between you and the interviewee in which you demonstrated observational or directive listening.

What type of listening was this? Why?

If you could redo this interaction, would you do/say anything differently? If so, what? If not, why not?

Reflection: Complete the Reflection by answering the following questions.

· How did you feel during and after the interview?

· What are your strengths related to responsive listening?

· What areas do you want to keep working on?

· What challenges do you expect to face related to implementing responsive listening when you are a teacher?

Self-Assessment:

· After you have completed your interview and the prompts above, reread your work, and then assess yourself using the rubric below.

· Show your rating by changing the shading in the section to indicate a score of (initial, emerging, or proficient) that you have found your work falls under. To do this in Microsoft Word, click Table Design, then click Shading.

· Write an explanation for why you gave yourself that rating.

Course Objective # 2: I can engage in responsive listening to support and extend student thinking.

Initial

Emerging

Proficient

A: Type of Listening

I can implement and identify 1 instance of responsive listening.

I can implement and identify 2 instances of responsive listening.

I can implement and identify 3 instances of responsive listening.

Explanation:

B: Identifying Types of Listening

I struggle to identify instances of directive, observational, and responsive listening.

I can usually identify instances of directive, observational, and responsive listening and I can usually give explanations for why they are labeled as such.

I can accurately identify instances of directive, observational, and responsive listening and I can give explanations for why they are labeled as such.

Explanation:

C: Alternatives

I cannot suggest alternative responses to directive and observational listening.

I can suggest alternative responses to directive and observational listening.

I can suggest alternatives to directive and observational listening that move towards responsive listening.

Explanation:

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Solution Strategies and Chart for Students

Strategy

Example

Probing Questions

Direct Modeling

Equal groups

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Array

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· How does this represent the problem?

· Could you represent it in a different way?

· 18 groups of 5 instead of 5 groups of 18

Traditional Algorithm

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· Why did you put a little 4 on top of the 1?

· Why didn’t you put the little 4 on top of the 8?

· What does the little 4 represent?

Partial Products

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· How is the 40 represented in the traditional algorithm?

· Why is it 50 instead of 5?

· How did you know how to line up the 40 and the 50?

· Can you apply this method to 32 x 9?

Box Method

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· How did you know where to put the numbers and what to write in the boxes?

· Why did you add 50 and 40?

Distributive Property

a(b+c) = ab + ac

5 x ( 10 + 8)

50 + 40

90

OR

5 x (5 + 5 + 8)

25 + 25 + 40

90

OR

5 x (11 + 7)

55 + 35

90

OR

5 x (20 – 2)

100 – 10

90

· Why did you decide to break 18 into 10 and 8?

· You broke the 18 into 10 and 8. If you broke it up differently, would your method still work?

· Does the distributive property work with subtraction?

Doubling/Halving

5 x 18

Double 5 → 10

Halve 18 → 9

10 x 9 = 90

· Why does this strategy work? What is happening here?

Repeated Addition

18 + 18 + 18 + 18 + 18 = 90

OR

5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 = 18

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