All elements were interwoven because educator and students negotiated the classroom environment as they attempted to make sense of and respond to each other's actions.
In the process, they were able to make sense of each other's thinking and obtain a correct solution.
She expected the students to listen to one another, make sense of the ideas, and ask questions of those who were presenting their solutions.
Thus, while representing a singular lesson plan, in some respects, the problem-centered approach proved flexible enough to accommodate a wide variety of students: bringing them together in collaborative ways; helping them individually and collectively make sense of addition and subtraction; and nudging them to take responsibility for their own learning.
The interchanges displayed self-confidence and a willingness to make sense of their mathematics along with the other students.
The classroom goal was to make sense of tasks, negotiate meaning, resolve any conflicting ideas, and strengthen students' reasoning abilities.
Understanding statistics has become the key to understanding the world, and Campbell hopes to give readers what they need to make sense of
bars, pies, numbers, percentages, and much more.
Also, in spite of the teacher's rendition of the word basket and her mispronunciation of "saize" for "says" she was still able to make sense of the story by using good meaning-making strategies.
Here, Melissa went back to the beginning of the sentence to make sense of the printed message.
But at a time when people are trying to make sense of
everything from church burnings to Wise Use ballot initiatives to armed Freemen and the Viper Militia, a book that gives a coherent, current explanation of the subject matter these two anthologies tackle is needed.