Introduction to Thinking Aloud in Math

What is Thinking Aloud?

• Thinking aloud is a strategy to reveal what is and is not understood.

• Students think aloud with:• themselves• teachers• peers

Key Elements of Thinking Aloud

• Students focus on one step at a time and take time to fully comprehend the problem before trying to reach the final answer.

• Students talk about:• All the things they notice• Every decision they make• Why they believe their choices are correct

How Does Thinking Aloud Help Students?

• Helps clarify what they do and do not understand.

• Gives peers a chance to learn from each other's thinking.

• Helps teachers monitor and support the progress of students' learning.

Discussion Questions 1

1. In what ways do your students struggle with thinking aloud?

2. How does the thinking aloud strategy connect with the CCSS Mathematical Practices and the UDL principles?

3. How can the thinking aloud strategy help peers learn from each other?

How Can I Support Student Use of Thinking Aloud?

Use Evidence-Based Instructional Practices

• Provide clear explanations• Use varied examples, materials, and

models• Provide ongoing formative assessment

Differentiated Instruction

• Plan instruction that considers students' readiness, learning needs, and interests.

• Use a range of technology tools to:– engage learners at varying levels – engage learners in multiple ways. – offer students options for demonstrating

understanding and mastery

Teacher-Dependent Ways to Differentiate

• By Content– Different levels of reading or resource materials, reading

buddies, small group instruction, curriculum compacting, multi-level computer programs and Web Quests, audio materials, etc.

• By Product– Activity choice boards, tiered activities, multi-level learning

center tasks, similar readiness groups, choice in group work, varied journal prompts, mixed readiness groups with targeted roles for students, etc.

• By Process– Tiered products, students choose mode of presentation to

demonstrate learning, independent study, varied rubrics, mentorships, interest-based investigations

Student-Dependent Ways to Differentiate

• By Readiness– Options in content, topic, or theme, options in the

tools needed for production, options in methods for engagement

• By Profile– Consideration of gender, culture, learning styles,

strengths, and weaknesses• By Process

– Identification of background knowledge/gaps in learning, vary amount of direct instruction, and practice, pace of instruction, complexity of activities, and exploration of a topic

Discussion Questions 2

1. What are some different ways to model or structure using the thinking aloud strategy for students?

2. What kind of supports can you give your students to help them think aloud?

Provide Clear Explanations: Possible Strategies

• Explain that you're as interested in how your students get answers as you are in if they get a correct answer.

• Make explicit what you want them to do to explain their reasoning.

• Ask guiding questions to help your students focus on their reasoning, not just the solution.

Use Varied Examples, Materials, and Models: Possible

Strategies• Provide a series of questions or sentence

starters to guide students through the process of thinking aloud.

• Have students use models and diagrams to support their thinking.

• Ask students to explain their reasoning for both correct and incorrect answers.

Provide Ongoing Formative Assessment: Possible

Strategies• Watch for students who describe their steps without explaining their decisions.

• Have peers listen to the mathematical content of an explanation so that you can concentrate on the student's use of the strategy.

• Point out where students applied the strategy well before asking for any needed clarification.

Use Online and Offline Tools

• Manipulatives• Interactive whiteboard• Web-based applets• Math drawing tools• Calculators• 3D design software• Graphing and charting software

Use Research-Based Strategies and Tools

• To launch the lesson• During the learning task• As you bring closure to the lesson

Discussion Questions 3

1. What types of models or diagrams have your students found useful?

2. Could any of these be enhanced with technology?

3. In what ways can technology support formative assessment?

Disclaimer

Awarded through a cooperative agreement from the U.S. Department of education, Office of Special Education Programs (OSEP), Grant

#H327G090004-10, PowerUp What Works was developed by a team of experts in education, technology, differentiated

instruction/UDL, and special education at the Center for Technology Implementation, operated by the American Institutes for Research (AIR) in collaboration with the Education Development Center, Inc.

(EDC) and the Center for Applied Special Technology (CAST).

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