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Marilyn Burns's Tips for One-on-One Interviews

  
  
  

We are happy to have Math Solutions – the newest member of the Scholastic family – contribute to the Math Hub blog.

Relying solely on students' written assignments to assess their skills may hide misunderstandings. In "Snapshots of Student Misunderstandings", Marilyn Burns shows how one-on-one interviews give teachers valuable insight on exactly what is being learned from a math lesson.

Tips from Marilyn Burns for Using One-on-One Interviews:

  • Tell students that you are asking the questions so that you can be a more effective teacher, not so that you can give them a grade.
  • Spend 10-15 minutes interviewing each student. Engage the rest of the class with math games that give them practice with skills and strategic thinking so you can pull individual students aside to work with.
  • Use the information you gain from the interviews to guide your instruction—don't rely solely on students' written work to gauge what they know.
  • Incorporate the questioning and probing techniques used in one-on-one interviews into whole-class discussions to provide more opportunities for students to practice explaining their thinking.
  • Find the balance between the teaching of math and the teaching of students. Talking to students one-on-one can help you find that balance.


Need more inspiration? Watch Marilyn Burns conduct one-on-one interviews with Jonathan and Cena in the videos below:

Comments

Though I am retired from my full time job, teaching elementary and middle school math is still my passion. I continue to use Marilyn Burns as a resource. How are the colleges and universities training elementary teachers to teach math? I am not seeing the constructivist approach to teaching that gives students more choices to delve deeper into their own thinking and to make sense of new discoveries.
Posted @ Tuesday, November 02, 2010 9:18 PM by Dorothy Drake
As the Education Director for Math Solutions,founded by Marilyn Burns, I want to respond to your question with observations and questions of my own. Just this weekend I was in conversations with colleagues about new teacher preparation and the significant variation in programs from university to university. We were all aware of programs that help new teachers teach with reasoning and sense making as the focus. Our conversation led us to wonder how often new teachers are placed in school environments where teachers and students are engaged in reasoning and sense making to learn math. Do we, in schools, provide a clear model and message about math instruction? Do we offer support for a new teacher who may be trying out math instruction that looks very different from his or her own math learning? 
 
In universities and in schools, there is still work to do in providing math instruction that supports all students in becoming confident and competent learners of mathematics. 
 
Dorothy, I hope you share your passion and expertise with others. Great models and mentors have helped so many of us transform our instruction.  
Posted @ Tuesday, November 09, 2010 12:12 PM by Carolyn Felux
This is one of the most helpful blogs I've discovered. It has excellent resources for learning how to teach math smarter.
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Posted @ Friday, October 07, 2011 11:02 PM by Canada Goose Expedition
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