Timeline for How much detail should you show in algebra steps while teaching?
Current License: CC BY-SA 3.0
6 events
| when toggle format | what | by | license | comment | |
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| Mar 29, 2014 at 22:38 | comment | added | vonbrand | @DavidSteinberg, ask a random student if none comes forward. | |
| Mar 29, 2014 at 13:00 | comment | added | JDH | Ah, I see that you mention an anonymous email account in your answer. | |
| Mar 29, 2014 at 11:31 | comment | added | JDH | @DavidSteinberg Could you explain what you mean by "in conjunction with anonymous feedback"? What I'm talking about is dozens (or hundreds) of verbal interactions in the classroom, and I'm not sure how that could easily be done anonymously. But I do agree that one must take care to ensure that a small group of students does not dominate the interaction. For example, I usually call on students who haven't contributed much yet in order to address this. | |
| Mar 29, 2014 at 4:15 | comment | added | David Steinberg | I do this too, but always in conjunction with anonymous feedback. When you are only listening for the students who speak-up in class, you (at least run the risk of) cater(ing) towards the stronger students. I think the most effective method is a combination of yours and mine. | |
| Mar 29, 2014 at 3:04 | history | edited | JDH | CC BY-SA 3.0 |
added 208 characters in body
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| Mar 29, 2014 at 2:51 | history | answered | JDH | CC BY-SA 3.0 |