Transcript Table

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Course Level Date Clip# Line Interlocutor Content
Talkbank - - 5 132 UNK computer.The room is an otherwise standard classroom within the
Talkbank - - 5 133 UNK mathematics department (one of three set up in this configuration),
Talkbank - - 5 134 UNK and the students can move freely between the computers and the
Talkbank - - 5 135 UNK regular seating. These print-outs of students work were referred to
Talkbank - - 5 136 UNK at the beginning of the lesson, at 03:35.
Talkbank - - 5 137 UNK @End
Talkbank - - 6 2 UNK @UTF8
Talkbank - - 6 3 UNK @PID:11312/t-00001894-1
Talkbank - - 6 4 UNK @Begin
Talkbank - - 6 5 UNK anguages:eng
Talkbank - - 6 6 UNK @Participants:T Teacher, SN Student, S Student
Talkbank - - 6 7 UNK @ID:eng|Australia|T|||||Teacher|||
Talkbank - - 6 8 UNK @ID:eng|Australia|SN|||||Student|||
Talkbank - - 6 9 UNK @ID:eng|Australia|S|||||Student|||
Talkbank - - 6 10 UNK @Media:1002lv01, video
Talkbank - - 6 11 UNK @Comment:This eighth grade mathematics lesson focuses on developing student understanding of congruent triangles. It is the second lesson in a twelve-lesson unit of work focused on congruent triangles. The lesson is 47 minutes in duration. The lesson was taped in a girls' school. There are 26 students in the class.This is one of four lessons that were chosen to represent the Australia data set. No individual lesson can capture all typical features of teaching in a country. However, the four public release lessons as a collection illustrate many typical features. The teachers filmed in this set of lessons volunteered to have their lessons included in the TIMSS 1999 Video Study Public Release collection. Their significant contribution to the field of education should be acknowledged with appropriate respect. This collection of lessons was videotaped for the specific purpose of education research. Therefore, the videotaping technique used was designed to minimize classroom disruption, and editing of the lessons was minimal. This lesson data, including the video footage, should be used for teacher professional development and education research purposes only.
Talkbank - - 6 12 T okay, um, we're doing revision from yesterday on the congruent triangle so do you remember what a &con what a pair of &tria congruent triangles are?
Talkbank - - 6 13 UNK %xTEA:I start every lesson with 10 quick questions which are revision questions from the previous lesson. This time it was on corresponding angles and sides in two congruent triangles. (I was obviously nervous at the start of the lesson). I make the questions simple, so that the students can answer all of them correctly, because the goal for the class is to get 100% correct.
Talkbank - - 6 14 UNK %xNRC:This lesson was filmed in an all girls school. Most schools, and classes, in Australian schools are co-educational.
Talkbank - - 6 15 UNK %xRES:The lesson begins with a review of congruent triangles. The review lasts until 4:51, at which time new content is introduced. Then, near the end of the lesson (at 38:07) there is a brief period during which the students practice and apply what they have just learned. Introducing new content accounts for a relatively large portion of time in this lesson (73%). On average in the Australian data set, introducing new content accounted for 30% of the lesson time, while reviewing accounted for 36% and practicing accounted for 26% (Hiebert et al., 2003, Teaching Mathematics in Seven Countries: Results from the TIMSS 1999 Video Study [hereafter Video Report], figure 3.8).