Throughout the development of the COSI observation protocol, the cohort regularly revisited the meanings of each code. Discussions and adaptations were made at each iteration. The efficacy of each code definition was tested with sample videos of classrooms. During the last design cycle, the following definitions were decided.<\/p>\n\n
| Code<\/th> | Meaning<\/th> | Clarifiers<\/th>\n<\/tr>\n<\/thead>\n |
|---|---|---|
| Teacher is resource<\/td> | A teacher provides information (student initiated or not) in order to assist students in completing a mathematical problem, task or investigation.<\/td> | Examples of this code include: \n\u25cf\tteacher lectures \n\u25cf\tteacher explains how to solve a problem \n\u25cf\tteacher says \u201cOn #14 you will want to\u2026\u201d \n\u25cf\tteacher using socratic dialogue to guide students through a process \n<\/td>\n<\/tr>\n |
| Teacher points to resource<\/td> | A teacher suggests resources other than an instructional authority in the room in order to further the completion of a mathematical problem, task or investigation.<\/td> | Teachers assigning a resource broadly to an entire group is different than teachers offering choice through suggestion or personalized advice. \n \nExamples of this code include: \n\u25cf\tteacher points student to notes, books, internet, etc in response to or in anticipation of student request \n\u25cf\tteacher says \u201cWhere do you think you might find that out?\u201d \n\u25cf\tteacher says \u201cIf you get stuck, you might think of asking your partner.\u201d \n\u25cf\tteachers says \u201cYou can find the answer to that in your notes.\u201d \nNon-examples of this code include: \n\u25cf\tteacher assigns a specific tool to be used by the whole class \n\u25cf\tteacher prompts \u201cOk class, get your notes out.\u201d \n\u25cf\tteacher prompts \u201cGroups A & B, you will need your calculator.\u201d \n\u25cf\tteacher prompts \u201cAlright everyone: Think, Pair, Share.\u201d \n<\/td>\n<\/tr>\n |
| Student uses teacher<\/td> | A student takes action to solicit input from a teacher (or another instructional authority) in order to further the completion of a mathematical problem, task or investigation -- whether the teacher provides aid or not.<\/td> | Examples of this code include: \n\u25cf\tstudent asks clarifying questions about the mathematical problem, task or investigation \n\u25cf\tstudent asks for strategies or procedures \n\u25cf\tstudent waits for teacher to do the problem or give answers<\/td>\n<\/tr>\n |
| Student uses student<\/td> | A student takes action to solicit input from a classmate in order to further the completion of a mathematical problem, task or investigation.<\/td> | Students volunteering information to other students without being prompted would not be an example of this code.<\/td>\n<\/tr>\n |
| Student uses object<\/td> | A student takes action to seek information from non-human resources in order to further the completion of a mathematical problem, task or investigation.<\/td> | Examples of this code include: \n\u25cf\tusing notes, books, internet to find information \n\u25cf\tgoing to wolframalpha.com to perform mathematical operations \n\u25cf\tusing tools (e.g. calculators, graph paper, etc.) of their own choosing to explore a problem or work out thoughts \n\u25cf\tstudent follows up (by choice) on a suggestion to use a tool made by a teacher. \nNon-examples of this code include: \n\u25cf\tteacher assigns a specific tool to be used by the whole class<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n","protected":false},"excerpt":{"rendered":" Throughout the development of the COSI observation protocol, the cohort regularly revisited the meanings of each code. Discussions and adaptations were made at each iteration. The efficacy of each code definition was tested with sample videos of classrooms. During the last design cycle, the following definitions were decided.<\/p>\n","protected":false},"author":8580,"featured_media":0,"parent":35494,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"wpo365_audiences":[],"wpo365_private":false,"footnotes":""},"class_list":["post-471","page","type-page","status-publish"],"_links":{"self":[{"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/pages\/471"}],"collection":[{"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/users\/8580"}],"replies":[{"embeddable":true,"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/comments?post=471"}],"version-history":[{"count":1,"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/pages\/471\/revisions"}],"predecessor-version":[{"id":35611,"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/pages\/471\/revisions\/35611"}],"up":[{"embeddable":true,"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/pages\/35494"}],"wp:attachment":[{"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/media?parent=471"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}} |