Transcript Table

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Results of Search: 176,291 lines — Showing 131881 - 131900.
Course Level Date Clip# Line Interlocutor Content
Talkbank - - 15 127 T do they?
Talkbank - - 15 128 T on the on the ad
Talkbank - - 15 129 SN or was it four?
Talkbank - - 15 130 SN that was one to six.
Talkbank - - 15 131 SN that was one to three.
Talkbank - - 15 132 SN it used to be
Talkbank - - 15 133 T so there's a is there an ad?
Talkbank - - 15 134 SS yeah.
Talkbank - - 15 135 T from the Mars Bar company that says that they're going to
Talkbank - - 15 136 SN something might xxx.
Talkbank - - 15 137 T well, I must confess I would of thought it would of been more like one to twenty or thirty.
Talkbank - - 15 138 SN xxx.
Talkbank - - 15 139 T okay.
Talkbank - - 15 140 T good.
Talkbank - - 15 141 T all right.
Talkbank - - 15 142 T I want to show you one more way of writing these questions out before you start
Talkbank - - 15 143 T and then you can have a choice of ways.
Talkbank - - 15 144 UNK %xRES:Here the teacher introduces a new method to solve a problem worked on earlier in the lesson (at 14:04). The lesson shifts back and forth between introducing and practicing new content several times. Overall, 10% of the lesson time is devoted to reviewing, 40% is devoted to introducing new content, and 50% is devoted to practicing new content. There are seven shifts in purpose. On average across the Australian data set, 36% of the time per lesson was devoted to reviewing, 30% to introducing new content, and 26% to practicing new content (Video Report, figure 3.8). Australian lessons, on average, shifted purposes two times (Video Report, table 3.5).
Talkbank - - 15 145 T if the question let's go back to our two hundrend and ten dollars, so we have divide two ten in the ratio two is to five.
Talkbank - - 15 146 UNK %xTEA:If a class is struggling with a concept I will only give one method of approaching a problem. Wherever possible I present a choice of methods to a class. We often take a vote or a survey to see which method each student prefers. I like more able students to see that there are choices and a variety of correct methods to solve problems, though care must be taken not to confuse with information overload.