MILWAUKEE PUBLIC SCHOOLS
Exploring a Think Aloud
Academic Coach-Math Training
February 8, 2013
Presented by ACMs:
Shirley Kimmons
Elnore McKinley
Good problem solvers become aware of what they
are doing and frequently monitor, or self-assess,
their progress or adjust their strategies as they
encounter and solve problems.
NCTM Principles and Standards, 2000
2


We are learning to deepen our understanding
of an instructional strategy to strengthen
problem solving skills in all students.
We will know we are successful when we can
articulate what is meant by explicit instruction
and Think Aloud during problem solving.
3
What does it mean to engage in
Problem Solving?
Jot down your thoughts to these questions:
 What comes to mind when you hear the
“words” problem solving?
 What is the purpose of problem solving in
mathematics?
 What do your students think of when they hear
those words?
 What strategies do you use to help them?
4
Solving problems is not only the most important
end of mathematics, it is also a means for learning
mathematics. (Beckman, 2008)
Good problems:




Deepen our thinking about mathematics
Help us recognize connections between topics in
mathematics
Force us to confront mathematical misconceptions
Working on “good problems” we learn mathematics
better! Even a simple one-step or two-step story
problem can be a “good problem” for some students.
5
MMP Think Aloud
Problem Solving Strategy
Four Components
 Setting the Stage-Task Clarification

Clarification of Concept and Context-Making
Connections

Working on the Problem

Thinking about the Solution
6
Explicit instruction encompasses a series of
teaching components such as modeling,
opportunities for students to respond, guided
practice, and corrective feedback.
Not just telling students the steps you take to
compute an answer…but teachers modeling to
think aloud the steps and decisions they make
when solving a problem.
(Silbert, Carnine, & Stein, 1989).
7


Experience a Think Aloud as a 4th grade
student.
Use your handout paper to reflect on your
experience of the Think Aloud.
An idea that squares with my beliefs…
A point I would like to make. . .
A question or concern going around in my head. . .
8


4th grade students
This task is presented in the middle of the unit
9
Part 1
 Put your pencils down
 Independently read the problem
 Visualize the situation
 Restate the problem (not focusing on
the answer)
 When finished, turn the paper over
10
Sub Sandwiches
Last year students in fourth grade took field trips to several places in New
York City. Because there were parent chaperones, the students could visit
4 different places on the same day. Four students went to the Natural
History Museum, five students went to the Modern Art Museum, eight
students went to Ellis Island and the five remaining students went to the
Planetarium. The school cooks made large sub sandwiches to be shared
for lunch. All the sandwiches were the same size. They gave 3 sub
sandwiches to the kids at the Natural History Museum, 4 subs went with
the kids to the Modern Art Museum, 7 subs went to with the Ellis Island
group, and 3 subs went to the kids at the Planetarium. The next day
students were complaining that “it hadn’t been fair”, some students got
more to eat than others.
Do you agree with the students? Justify your work with words, numbers
and pictures.
11
Part 2: Shoulder Partner
 Retell the problem to each other
 Do not tell the solution or try to solve the
problem
Part 3: Whole Group
 Volunteer: share what you visualized as
your thought about the task.
 Volunteer: Retell the story to whole group
12



Clarify vocabulary specific to the
mathematics concepts
Clarify vocabulary related to the
context of the problem
Connect the mathematical ideas to
previous work
13
With a shoulder partner:
 Discuss various approaches for
entry into the problem.
 Share reasoning on approaches.
 How might you start working on
the problem and why?
14
Thinking about the Solution






Redefine the question in the problem.
Survey students for models of what the solution
strategy might look like.
Relate connections between the answer, the
solution, and the problem.
How did you think about the question in the
problem?
What models were used to help think about a
solution strategy?
What connections can be made between the
answer, the solution strategy, and the problem?
15
Solve the Task

Individually solve the problem

Share your strategy with a partner

Be prepared to share out whole group
16
Debrief: Thinking About the “Think
Aloud” Process…

Reflect on the Think Aloud” process modeled

Discuss with a elbow partner


4 components of the Think Aloud

How is this process similar or different to other
strategies you have seen in the classrooms or
strategies you have utilized?

What would be advantages to this strategy?

What might be some barriers you could identify?
How will you use this strategy in your work as
ACM?
17
Poyla’s
Four Steps to Problem Solving




Understanding the Problem
Devising a Plan
Carrying out the Plan
Looking Back
18
What’s a Think Aloud?




Based on a reading strategy, a “Think Aloud” in
reading, models what kinds of thinking a good
reader uses to comprehend text.
The use of a “Think Aloud” for math was
developed by a MPS Mathematics Specialist and a
MPS Literacy Specialist.
MPS implements the strategy differently in
mathematics than in reading.
The “Think Aloud” process develops independent
thinking by students when working in problem
solving situations.
19
What does a Think Aloud do?




Helps visualize the situation posed
Develops important mathematical concepts
and connections
Clarifies vocabulary
Focuses on what is needed for answering and
developing points of entry into a strategy for
solving the problem
20


We are learning to deepen our understanding
of an instructional strategy to strengthen
problem solving skills in all students.
We will know we are successful when we can
articulate what is meant by explicit instruction
and Think Aloud during problem solving.
21
Thank You!





Shirley Kimmons contact information
Kimmonsf@milwaukee.k12.wi.us
Hi-Mount Community School K-8
Elnore McKinley contact information
mckinlem@milwaukee.k12.wi.us
Carson Academy of Science K-8
22
Milwaukee Public Schools
Exploring a Think Aloud
MPS Board of School Directors
Senior Team
Dr. Michael Bonds, President
Larry Miller, Vice President
Mark Sain, District 1
Jeff Spence, District 2
Annie Woodward, District 4
Dr. Peter Blewett, District 6
David Voeltner, District 7
Meagan Holman, District 8
Terrence Falk, At-Large
Dr. Gregory Thornton, Superintendent
Naomi Gubernick, Chief of Staff
Darienne Driver, Chief Innovation Officer
Tina Flood, Interim Chief Academic Officer
Dr. Karen Jackson, Chief Human Resources Officer
Michelle Nate, Chief Operations Officer
Gerald Pace, Esq., Chief Financial Officer
Anita Pietrykowski, Chief School Administration Officer
Denise Callaway, Executive Dir. Community Engagement
Patricia Gill, Executive Director, Family Services
Sue Saller, Coord. Superintendent’s Initiatives