Introduction to Thinking Aloud in Math

1. Introduction to Thinking Aloud in Math

2. What is Thinking Aloud? • Thinking aloud is a strategy to reveal what is and is not understood. • Students think aloud with: • themselves • teachers • peers

3. Key Elements of Thinking Aloud • Students focus on one step at a time and take time to fully comprehend the problem before trying to reach the final answer. • Students talk about: • All the things they notice • Every decision they make • Why they believe their choices are correct

4. How Does Thinking Aloud Help Students? • Helps clarify what they do and do not understand. • Gives peers a chance to learn from each other's thinking. • Helps teachers monitor and support the progress of students' learning.

5. Discussion Questions 1 • In what ways do your students struggle with thinking aloud? • How does the thinking aloud strategy connect with the CCSS Mathematical Practices and the UDL principles? • How can the thinking aloud strategy help peers learn from each other?

6. How Can I Support Student Use of Thinking Aloud?

7. Use Evidence-Based Instructional Practices • Provide clear explanations • Use varied examples, materials, and models • Provide ongoing formative assessment

8. Differentiated Instruction • Plan instruction that considers students' readiness, learning needs, and interests. • Use a range of technology tools to: • engage learners at varying levels • engage learners in multiple ways. • offer students options for demonstrating understanding and mastery

9. Teacher-Dependent Ways to Differentiate • By Content • Different levels of reading or resource materials, reading buddies, small group instruction, curriculum compacting, multi-level computer programs and Web Quests, audio materials, etc. • By Product • Activity choice boards, tiered activities, multi-level learning center tasks, similar readiness groups, choice in group work, varied journal prompts, mixed readiness groups with targeted roles for students, etc. • By Process • Tiered products, students choose mode of presentation to demonstrate learning, independent study, varied rubrics, mentorships, interest-based investigations

10. Student-Dependent Ways to Differentiate • By Readiness • Options in content, topic, or theme, options in the tools needed for production, options in methods for engagement • By Profile • Consideration of gender, culture, learning styles, strengths, and weaknesses • By Process • Identification of background knowledge/gaps in learning, vary amount of direct instruction, and practice, pace of instruction, complexity of activities, and exploration of a topic

11. Discussion Questions 2 • What are some different ways to model or structure using the thinking aloud strategy for students? • What kind of supports can you give your students to help them think aloud?

12. Provide Clear Explanations: Possible Strategies • Explain that you're as interested in how your students get answers as you are in if they get a correct answer. • Make explicit what you want them to do to explain their reasoning. • Ask guiding questions to help your students focus on their reasoning, not just the solution.

13. Use Varied Examples, Materials, and Models: Possible Strategies • Provide a series of questions or sentence starters to guide students through the process of thinking aloud. • Have students use models and diagrams to support their thinking. • Ask students to explain their reasoning for both correct and incorrect answers.

14. Provide Ongoing Formative Assessment: Possible Strategies • Watch for students who describe their steps without explaining their decisions. • Have peers listen to the mathematical content of an explanation so that you can concentrate on the student's use of the strategy. • Point out where students applied the strategy well before asking for any needed clarification.

15. Use Online and Offline Tools • Manipulatives • Interactive whiteboard • Web-based applets • Math drawing tools • Calculators • 3D design software • Graphing and charting software

16. Use Research-Based Strategies and Tools • To launch the lesson • During the learning task • As you bring closure to the lesson

17. Discussion Questions 3 • What types of models or diagrams have your students found useful? • Could any of these be enhanced with technology? • In what ways can technology support formative assessment?

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