Mathematics: Eliciting Student Thinking about Long Division

As the teacher candidate, you will elicit student thinking related to the content. Specifically, pose questions that provoke student avatars to share their thinking about the content in order to evaluate their understanding, guide instructional decisions, and surface ideas that will benefit other students.

You will first review student avatar responses to a prompt from the previous class, then pose questions that provoke students to share thinking about the content in order to evaluate understanding and surface ideas that will benefit other students.

 

Mathematics: Eliciting Student Thinking about two step word problems

Your students have just independently solved a two step word problem. Students are going to share their reasoning for solving the problem. Your task as the teacher candidate is to facilitate a discussion to determine student avatar understanding of the problem as well as correct erroneous student thinking of mathematical concepts.

“Kayla brought in 5 packs of juice boxes for the class picnic. Each pack has 6 juice boxes. If there are 24 students in the class, would Kayla have any leftover? Why or why not?”

You will first have the student avatars share their answer to the problem and explain their thinking, then work to correct erroneous thinking while keeping the students engaged in the learning.

 

English Language Arts: Eliciting Student Thinking about Phonics

You are a new teacher who has just begun working with a first-grade literacy group. They’ve just come in from recess and are naturally rambunctious.

Your objective is to engage them in the lesson using a secret word and movement, then follow that up with continual engagement of the students in a lesson involving short ‘I’ and short ‘o’ sounds before breaking them off into small groups and allowing them to work semi-independently from yourself. During this time, you must manage the groups and your classroom, while keeping them engaged in the lesson.

 

English Language Arts: Eliciting and Interpreting Student Thinking with Linguistically Diverse Learners

You are a teacher working with a literacy group of Emergent Bilinguals. Prior to today you have engaged your students in interactive picture book read-alouds to develop their oral language proficiencies while also informally assessing those proficiencies. You frequently do this with wordless picture books in order to focus on oral language development, as your instructional goal for this task is not decoding, but rather to oral language development and reading comprehension. The text today is the wordless picture book The Girl and the Bicycle by Mark Pett. Your students have not encountered this book before.

You are going to engage the students in an interactive read-aloud of the task, first introducing the book, then inviting them to unpack the story with you, being sure to identify places in the text which they might finding confusing either culturally or regarding the plot. You should also help them to develop key vocabulary as needed, and support their use of their funds of knowledge, including their home language.

Your focus is on content and meaning, not on the mechanics or syntax of language. You want to elicit student responses that show their thinking around the text, and to create opportunities for students to use complex and extended language that explains their thinking. Be sure to look for the logic in students’ responses and to provide clarification for yourself as needed.

 

English Language Arts: Eliciting and Interpreting Student Thinking with Linguistically Diverse Learners

You are a teacher working with a literacy group of Emergent Bilinguals. This is your first-time meeting for the new school year, and you’ve decided to engage the students in an “All About Me” activity to gather background information about the student’s relationships, interests, and strengths.

You will have to ask a combination of open and close-ended questions and gain clarification on confusing student answers, while avoiding questions that may make the students feel uncomfortable as their “affective filters.” As described by Stephen Krashen in his Monitor Hypothesis, the affective filter is the emotional state and anxiety of a language learner. The higher a student’s affective filter, the less able there are to use and develop their language. A key task for learners in this scenario is to lower students’ affective filters by making them comfortable and relaxed, and by noticing when they become nervous, assuaging their anxiety. You will begin the session by introducing yourself and the activity. You are to engage each of three learners, one at a time, asking them appropriate open-ended, and when necessary, close-ended questions in order to gather the All About Me activity information.

Your focus is on content and meaning, not on the mechanics or syntax of language. You want to elicit student responses that show their thinking around the sub-topics of All About Me, and to create opportunities for students to use complex and extended language that explains their thinking. Be sure to look for the logic in students’ responses and to provide clarification for yourself as needed.

 

English Language Arts: Eliciting Student Thinking about Themes

In this simulation the teacher candidate will elicit student thinking related to the content. Specifically, they will pose questions that provoke avatar students to share their thinking about the content in order to evaluate their understanding, guide instructional decisions, and surface ideas that will benefit other students.

In today’s lesson the learner will lead a group discussion related to Paul Revere’s Ride by Henry Wadsworth Longfellow. The teacher candidate will elicit avatar student thinking related to the content by posing questions to evaluate understanding and surface ideas that will benefit other students.

 

English Language Arts: Eliciting Student Thinking about Symbolism

As the teacher candidate you will elicit student thinking related to the content. Specifically, they will pose questions that provoke avatar students to share their thinking about the content in order to evaluate their understanding, guide instructional decisions, and surface ideas that will benefit other students.

The focus of the lesson will be symbolism from Fire and Ice by Robert Frost. The learner will elicit student thinking related to the content by posing questions to evaluate understanding and surface ideas that will benefit other students.