-During the "I do" strategy, your explanation of your process is really thorough and helps the learners see exactly what you're doing and why you're doing it. You apply the strategies that you just taught to them in action, providing a precedent that the learners can refer to. You consistently use language that checks in with the learner; you end each major thought off with "right?", but try to pause a bit and give leeway for the learners to interject in case they have a question. This is quite a small criticism, so I have not taken off any points for this.
-You give the learners time to solve a practice problem and call on one to explain their thought process. By doing this, you can see how well the learner actually understands the type of problem. If they are correct, you see what details they look for to find the answer; if they're making errors, you can see if they made a conceptual or procedural error. Alternatively, you can skip the minute that you give the learners and have one reason out loud in real time.
-Learners typically skip some details when they recap their process out loud. I am glad that you took up the opportunity to provide further reasoning as to why a certain answer is correct. For example, you talk about how some of the key words in the first "we do" problem correlate with delight, so you could automatically figure that question out. You also call upon some past ideas (e.g., eliminating answers that are extreme) to remind learners that they have that option as well.
Tutor · 1 mo. ago
