Transcript Table

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Course Level Date Clip# Line Interlocutor Content
Talkbank - - 20 12 UNK @ID:eng|Australia|O|||||Student|||
Talkbank - - 20 13 UNK @Media:1003lv01, video
Talkbank - - 20 14 UNK @Comment:This eighth grade mathematics lesson focuses on developing student understanding of ratios. It is the fourth lesson in a seven-lesson unit of work focused on ratio and rates. This is a "double lesson" of 69 minutes duration. There are 30 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 - - 20 15 T okay, in you go.
Talkbank - - 20 16 UNK %xTEA:At our College, students are required to line up outside the classroom until invited to enter by their Teacher. All students are encouraged to wear hats at all times except inside the classroom due to the high incidence of skin cancer in our State of Queensland. For those of you who are unsure, I am the nervous person who continually paces like an expectant father around the classroom.
Talkbank - - 20 17 T take your hats off.
Talkbank - - 20 18 T good morning, year eight.
Talkbank - - 20 19 T okay, write down the answers to these please.
Talkbank - - 20 20 UNK %xTEA:Generally, I will ask the students 10 quick questions or give them a lateral thinking problem to bring them to focus so that workbooks are opened etc and no time is wasted once the lesson proper begins. This I find useful to revise any formulas which might be used during the forthcoming lesson.
Talkbank - - 20 21 T yes, Daniel.
Talkbank - - 20 22 UNK %xNRC:A typical Australian mathematics lesson is more likely to begin with a review of work covered in the previous lesson - often by "going over" the homework that had been set.
Talkbank - - 20 23 SN um, what time are we gonna come back from computing?
Talkbank - - 20 24 T three o'clock.
Talkbank - - 20 25 T first one
Talkbank - - 20 26 UNK %xRES:The lesson begins with the teacher asking students several quick questions, many of which are mathematically unrelated to one another. Unrelated problems are those that require completely different sets of operations in order to be solved and are not thematically related.Such problems were relatively rare in the Australian data set. On average, only four percent of the problems per lesson were unrelated (Hiebert et al., 2003, Teaching Mathematics in Seven Countries: Results from the TIMSS 1999 Video Study [hereafter Video Report], figure 4.6). The remainder of the problems in this lesson were related to one another, mostly mathematically or thematically. On average, 13% of the problems per Australian lesson were mathematically related and eight percent were thematically related. The rest were repetitions (Video Report, figure 4.6).
Talkbank - - 20 27 T nine sevens
Talkbank - - 20 28 T three eights
Talkbank - - 20 29 T thirty two divided by four
Talkbank - - 20 30 T negative six plus nine
Talkbank - - 20 31 T three times negative nine