Exploring Explicit Instruction: Think Aloud Math Alliance October 23, 2011 Beth Schefelker and Chris Guthrie

Good Problem Solvers Become aware of what they are doing and frequently monitor, or self-assess, their progress or adjust their strategies as they encounter and solve problems. NCTM Principles and Standards, 2000

Learning Intention and Success Criteria We are learning to deepen our understanding of the Think Aloud strategy. We will be successful when we can articulate what is meant by explicit instruction and Think Alouds during problem solving.

Mathematical Proficiency Adding It Up, 2001 Adaptive Reasoning Strategic Competence Conceptual Understanding Productive Disposition Procedural Fluency

MMP Think Aloud Problem Solving Strategy Four Components Understanding the Task Development of the Concept and Context Working on the Problem Thinking about the Solution

Explicit Instruction Think Aloud Explicit instruction encompasses a series of teaching components such as modeling, opportunities for students to respond, guided practice, and corrective feedback Not just telling students the steps you take to compute an answer…but teachers modeling to think aloud the steps and decisions they make when solving a problem. (Silbert, Carnine, & Stein, 1989).

Experiencing A Think Aloud Count off 1, 2 1’s – join Chris 2’s – join Beth You will be engaged in either an MMP Think Aloud or an Explicit Think Aloud Use your paper to reflect on your experience after the Think Aloud is done.

Cuddly Critters

Sharing Your Experience Use the next 7 minutes to work with your partner and compare your Think Aloud experiences. How are they similar? different? What would be advantages to each strategy? What would be some barriers you could identify?

Best of Both Worlds What aspects of each strategy could be blended to make a powerful strategy?