Elaborate

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• Elaborate
• How Much Longer?

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Stealing Third and Heading into the Home Stretch

• Grades 6-8

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• Purpose of the Elaborate Phase
• The elaboration stage allows for students to
  extend and expand what they have learned in the
  first three stages and connect this knowledge
  with their prior learning to create
  understanding. It is critical that instructors
  verify students understanding during this stage.

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• Goals for the elaborate
• Gather data in an open-ended context.
• Create representations.
• Create a summary of learning.

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Hows Your Timing?
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Setting the Stage

• What is elapsed time?
• What are real-life applications of elapsed time?
• What is feedback?
• What are ways that people provide feedback?
• What are ways that coaches provide feedback?

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• When estimating elapsed time, does feedback help
  you become a better estimator?
• How does technology assist you in answering this
  question?

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Understanding the Question
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What data collection tools are available to help
answer this question?

• Stopwatch 1
• Stopwatch 2

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• Collect data about your estimation skills for one
  second of elapsed time without feedback.
• Collect data about your estimation skills for one
  second of elapsed time with feedback.
• Repeat for five seconds.
• Repeat for ten seconds.

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Making a Plan
Rubric for Answering the Question
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Carrying Out the Plan and Answering the Question
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Evaluating the Answer and the Plan
Sample
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Extending the Question
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• Judicious users of technology
• Promote careful decision making about the
  appropriate use of technology.
• Integrate technology whenever relevant to the
  mathematical learning goals.
• Promote and restrict the use of technology when
  appropriate for promoting mathematical learning.
• Promote anticipatory thinking about statistical
  insight.

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• What does a teacher who uses technology
  judiciously look like and sound like?

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• What does a student who uses technology
  judiciously look like and sound like?

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• Research indicates that some students are always
  judicious users and others persist with passive
  or random, unthinking use. However, she found
  that a large, middle group can be helped to learn
  to work judiciously.
• Ball Stacey, 2005

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Technology Applications TEKS Support

• Texas STaR Chart
• Technology Applications Teacher Network