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Transcript Table

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Course Level Date Clip# Line Interlocutor Content
Talkbank - - 1 28 T there'll be some books out there.
Talkbank - - 1 29 T oh.
Talkbank - - 1 30 T they they can't come in now.
Talkbank - - 1 31 T they're not supposed to be coming in here.
Talkbank - - 1 32 SN oh, okay.
Talkbank - - 1 33 SN what.
Talkbank - - 1 34 T because we're doing this filming.
Talkbank - - 1 35 SN xxx.
Talkbank - - 1 36 T no.
Talkbank - - 1 37 T it doesn't anymore.
Talkbank - - 1 38 T but um (.) They'll have to.
Talkbank - - 1 39 SN oh okay, so what should we do?
Talkbank - - 1 40 T well they can sit outside there, I suppose.
Talkbank - - 1 41 T you'll need to just sit over there.
Talkbank - - 1 42 T people can you start by taking out this
Talkbank - - 1 43 UNK %xTEA:The students are to continue with a series of activities which have two aims:to cover content related to the "Space" strand of the Western Australian Curriculum Framework, specifically in this case the sum of the exterior angles of polygons;to develop ideas from the "Working Mathematically" strand, particularly ideas of conjecture, generalization, and writing conclusions.
Talkbank - - 1 44 UNK %xNRC:This is a large Year Eight class (32 students) by Australian standards.
Talkbank - - 1 45 UNK %xRES:The period of mathematics instruction begins at this point with a discussion that reviews and links previous work with the current topic. Most lessons in the Australian data set began with a review, and this type of "purpose" segment quite frequently extended through the first 10-20% of the lessons time (Video Report, figure 6.1).
Talkbank - - 1 46 T sheet that we were looking at the other day.
Talkbank - - 1 47 UNK %xTEA:For some lessons completion of assigned homework or other material would be monitored at this stage of the lesson, or students might place completed work in a designated place at the front of the room.
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