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

2. 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

3. 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.

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

5. 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

6. 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).

7. 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.

8. Cuddly Critters

9. 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?

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