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Chapter 5 – Option 2 (Connection)

02/14/2020 9:21 PM | Karen Campe

Jen Muhammad (pages 91-93) regularly externalizes the internal voice she wants students to use.  How might you try this strategy in your teaching style?  


  • 02/17/2020 11:15 AM | Rene Chin
    I have been reflecting a lot on the words I choose to use and the pace with which I say them when I conduct a mini lesson. First and foremost I'm realizing that I move quickly and I need to slow down and this section of the chapter reminds me to also externalize my own thoughts and to model for students how to be excited by my thinking's that's going on. I especially liked the way that this teacher, Jen, connected estimating to her work throughout a math lesson. We've been using Graham Fletcher's estimating strategies as a weekly feature in our Number Corner time but I haven't thought to generalize the estimating practices that we've been practicing to other parts of our day. So the idea of bringing that estimating to other parts of a lesson is exciting. Also sharing my internal thoughts as I model a problem with my students is something I'm definitely going to be exploring over the next few weeks. I so see the value of teaching them HOW to have an internal dialogue with themselves.
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  • 02/21/2020 7:43 PM | Peggy Bell
    I like to think I use humor and theatrics to have an animated internal conversation keeping students engaged in the problem. I feel confident and use this technique regularly when discussing problems using an internal voice. I want to encourage my students to use that internal voice. I feel I model it but I am not hearing my students internalize that internal voice when working on problems. I am trying as I work with students to encourage this internal dialogue.
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  • 03/23/2020 10:17 PM | Karen Campe
    I also use the idea of "the voice inside my head" (in fact, wrote a blog post about it awhile back at https://karendcampe.wordpress.com/2017/05/10/that-voice-in-your-head/). I like how Jen Muhammad models for students how the estimation strategy should work, and helps make explicit a "train of thought" that carries them through a problem.

    I often do this in my one-on-one work with students, asking them to narrate their work as they go, or to tell me what they were thinking after their work was done. I also model my thinking: I'll show them an alternate version and tell them what I was saying in my head as I was working.
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