Task 3. Analyzing Classroom Discourse.

Nouf Ali H00327109

 Observe in a classroom, keeping a record that lets you answer the following questions.
Record/write down a list of what is said for 10 minutes during the CORE part of the class:
 What proportion of time does the teacher talk? 20 minutes
o Time the class for 10 min, how many of those minutes is the teacher talking?
The teacher talks for almost for 6 minutes she was start up the lesson with asking
questions and let the students to answer with skip counting she also was put a video
about Multiplication by skip counting.
 What types of questions does the teacher ask?
o List all the exact words you hear the teacher uses when asking questions about the
math topic (not review or procedural questions)

How we can do the skip count by 5? (we start with 0 then she let the student complete)

Solve 3 times 5 with skip count

Skip count by 5,10 (they use their hand unit they reach the by times 10)

Make sure when you are doing this in worksheet (show example for then in the bored
about the work sheet.)

 What evidence do you see that children have learned some mathematics?
When they apply what the teacher does in the board they do it well in the work sheet I will
some picture as a proof.

The student well engages with the teacher. students use strategies for skip count.
 Student have picture about 3D shapes from real life and
should find it and talk about.

They use the wooden numbers shape to do the skip

counting.

o What are children saying or doing that shows they understand a new topic?
The students able to do skip count because they know the Multiplication by 2,5,10 so
the skip count easy for some of them for the other who not know she paly a song in
the board for all the students.
 How many of the children have an opportunity to talk?
o Are children talking only when the teacher calls on them? No Students raise their
hands If they need help or to tell teacher things.
 o Do children talk to partners or in table groups? Yes after they finish they share what
the problem they have and how they do it.
o Do children raise their hands to ask questions? What are they asking? Yes, a lot. Like
we have a new student they still raising their hand to ask about him and who will help
him and show him what they have to do. About math they ask about how much time
take us to do? we can use the circle to help us? Can we play with math games after
we finish?
 In your opinion, is the classroom discourse about important and new mathematics?
o Why or why not?
Yes, it’s important its help that the students will have the ability to understand the
math lesson these discourse help to get the main idea of the lesson also the lesson
will be organizing, and teacher know what to do while she is teaching and see if them
know what to do or not. If teacher don’t care the student will not be able to
understand and students will not be engaging with the teacher. So its one of the
needed that teacher must do so the student can know what they are going to take
and will happen in next classes.