Learning new skills and knowledge is challenging and it can therefore be unpredictable. Teachers make plans for their lessons but they must remain flexible and willing to adjust based on the students’ reactions and responses as it unfolds. Eliciting the thinking of students to gauge their understanding is crucial if teachers are to be aware of how effectively students are learning and mastering the content, and they must then draw upon their professional judgement to use their instruction and feedback to take students forward or to correct their areas of difficulty.
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From OECD GTI
| 251 251 plays | 5/5 (2 Votes)In this Mexican classroom we see an example of how to respond to student thinking and how to guide it forward using technology. The teacher encourages the students to… -
From OECD GTI
| 256 256 plays | 5/5 (3 Votes)This Japanese teacher runs a review of previous learning by showing students a model answer for a question they solved last lesson. He asks students to explain each step… -
From OECD GTI
| 320 320 plays | 4.8/5 (4 Votes)In this Mexican classroom students are organised into a large U-shape orientation where the teacher moves between the students to monitor their work and provide… -
From OECD GTI
| 361 361 plays | 4.5/5 (4 Votes)Teachers need to know what students are thinking and in this Japanese classroom the teacher offers an example of how to elicit some of this thinking. The teacher has… -
From OECD GTI
| 224 224 plays | 4.5/5 (4 Votes)This Japanese teacher offers an example of how to scaffold students through challenging work. The teacher is committed to build a deep understanding of mathematics and…