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, sticks of gum in a pack. 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 Kim erase? Why did Kim erase?
This final set of moves is more fine grained and nuanced.
How did Kim begin to build a culture of thinking and reasoning rather than mimicking?
What if a student just knows an answer and didn't really use any reasoning to find it in that moment? How did Kim handle that?
How did Kim choose who to call on? What if students are not writing anything? How do you know which student to choose because you don't know what strategy they are using?
How did Kim help all students gain more access to the doubling strategy and using what was in the table?
More about this Problem String