How is the Problem String facilitated?
How does the teacher know who to call on?
How do students indicate they are ready?
This next set of moves is unique to this Problem String and is good for beginning facilitators to consider.
This Problem String is set in a context, the time it takes a number of workers to clear an orchard. Why a context? How important is it to stay in that context?
How many strategies does a teacher ask for/represent for each problem during the string?
When did Pam erase? Why did Pam erase?
How did Pam handle the initial confusion?
"Stay in workers and fields." Pams "orchard" drawing.
This final set of moves is more fine grained and nuanced.
How did Pam begin to build a culture of thinking and reasoning rather than mimicking?
How does Pam use the natural complexity of the math to bring the disequilibrium to the forefront so students can talk about it and work it out together?
Why did Pam move on before students settled on an answer to the first problem?
More about this Problem String