After formative intervention, the teacher's presentations shifted from instruction-only moves to including generative, confirming, reconstructing, and reorienting moves¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r3 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the first observed presentation the teacher used only instructional moves, with no reconstructing, reorienting, or generative moves. → Ahlquist 2020 q2 i? In the later quadrilateral presentation the teacher opened with a generative move and also used contrast, confirming, reconstructing, and reorienting moves. → Ahlquist 2020 (2)

Evidence¶

Ahlquist 2020¶

Ahlquist, E.-M. T., & Gynther, P. (2020). Teaching in the Montessori Classroom: Investigating Variation Theory and Embodiment as a Foundation of Teachers' Development. Journal of Montessori Research, 6(1). https://journals.ku.dk/jmr doi:10.17161/jomr.v6i1.12051

q2 · i? · qualitative · r3

Observation of the teacher's initial polygon presentation to 14 children, documented in field notes. The authors report children mostly received information and that "no reconstructing, reorienting, or generative moves were used by the teacher."

"the children who participated in them mostly received information from the teacher (i.e., instructional moves), rather than opportunities to express how, or to what extent, they understood the content. Thus, in the first observed presentation, no reconstructing, reorienting, or generative moves were used by the teacher."

Ahlquist 2020 (2)¶

Ahlquist, E.-M. T., & Gynther, P. (2020). Teaching in the Montessori Classroom: Investigating Variation Theory and Embodiment as a Foundation of Teachers' Development. Journal of Montessori Research, 6(1). https://journals.ku.dk/jmr. doi:10.17161/jomr.v6i1.12051

q2 · i? · qualitative · r3

Observation of the subsequent quadrilateral presentation to five children. The authors note the teacher "began the presentation with a generative move" and also used contrast, confirming, reconstructing, and reorienting moves during the dialogue.

"This time, she began the presentation with a generative move by asking the children to describe the sides and angles of the triangle she held in her hand."

Discussion¶

Related Claims¶

• After the IDEAS academy, both studied teachers' classrooms moved toward more student-centered methods, with inquiry and collaborative learning emerging — related
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• Within their jurisdiction, teachers describe a four-step escalation ladder: teach the whole class, watch and take note, talk one-on-one, and refer — related
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