Transcript Table

Note: Lines that are metadata or do not contain timestamps are greyed out and do not have active links.

Results of Search: 176,291 lines — Showing 131161 - 131180.
Course Level Date Clip# Line Interlocutor Content
Talkbank - - 11 10 UNK @ID:eng|Australia|SS|||||Student|||
Talkbank - - 11 11 UNK @ID:eng|Australia|S|||||Student|||
Talkbank - - 11 12 UNK @Media:1004lv101, video
Talkbank - - 11 13 UNK @Comment:This eighth grade mathematics lesson focuses on simulation and data collection. It is an extension lesson following a nine-lesson unit of work focused on statistics. The lesson is 42 minutes in duration. There are 29 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 - - 11 14 T okay we're finishing off where [//] we're going to continue from where we were, last class.
Talkbank - - 11 15 UNK %xNRC:Increasingly, "blackboards" are being replaced by "whiteboards" in Australian classrooms.
Talkbank - - 11 16 UNK %xTEA:Prior to this class we did work on the meaning of ratios, equivalent ratios and simplifying ratios. It took a while to give out the connecting blocks but they do help students to develop the concept - dividing a given quantity in a given ratio.
Talkbank - - 11 17 T so you need to try to be reasonably quick about taking (.) twelve?
Talkbank - - 11 18 T you'll need your books so we'll put today's date.
Talkbank - - 11 19 UNK %xRES:At the beginning of the lesson, the teacher writes the heading for today's class on the board: "Dividing a Given Quantity in a Given Ratio." Goal statements, such as this one, were found in 71% of the lessons in the Australian data set (Hiebert et al., 2003, Teaching Mathematics in Seven Countries: Results from the TIMSS 1999 Video Study [hereafter Video Report], figure 3.12).
Talkbank - - 11 20 UNK %xTEA:It would be a common practice among teachers to give 10 or so revision questions to start the lesson. I don't do this so often now as I find I can take too long to get to the main goal of the lesson. Given that handing out the blocks took a while, it would have been a better strategy here. I knew this lesson was full of activities and a new concept and was keen to get straight into it.
Talkbank - - 11 21 T and the heading.
Talkbank - - 11 22 UNK %com:writes dividing a given quantity in a given ratio.
Talkbank - - 11 23 UNK %xTEA:All classes in our school are 75 minutes long. We moved to this lesson length after a whole school discussion on optimum learning time. Increased time was seen to benefit group work and allow for conclusions and reflections on activities. In Mathematics this often means two concepts need to be developed in the class to complete the curriculum. In most classes the plan would include approximately three changes in activity.
Talkbank - - 11 24 SN is that a microphone Miss?
Talkbank - - 11 25 T yeah.
Talkbank - - 11 26 S xxx.
Talkbank - - 11 27 T no I don't think so.
Talkbank - - 11 28 T the exercise we're referring to in the textbook is ten o four.
Talkbank - - 11 29 UNK %xNRC:It is unusual for Australian schools to supply students with textbooks on loan for the year (see the Teacher's Comment). Students are generally expected to purchase their own copy.