Activity 1.2: Considering Different Types of Tasks
The IQA Potential of the Task Rubric
Activity 1.3: Rating Mathematical Tasks Using the Potential of the Task Rubric
Activity 1.4: Using the IQA Potential of the Task Rubric to Rate and Adapt Tasks
Considerations When Rating Tasks
Considering Implications of Higher-Level Thinking
Activity 2.1: Comparing Two Mathematics Lessons
The IQA Implementation of the Task Rubric
Application Activities
Activity 2.2: Using the Implementation of the Task Rubric
Activity 2.3: Identifying Evidence of Students’ Thinking and Reasoning in Students’ Work
Activity 2.4: Revisiting the Chapter 1 Transition Activity—Moving From Tasks to Implementation
Considerations for Implementation Based on Classroom Observations or Videos
Activity 2.5: Rating Implementation of the Task—Father and Son Race Lesson Version 1
Activity 2.6: Rating Implementation of the Task—Father and Son Race Lesson Version 2
Summary
PART 2: Connecting to the Q in TQE: Questions and Their Role as Discourse Actions
Introductory Activities
Activity 3.1: Identifying Different Types of Questions
Activity 3.2: Sorting Questions
Activity 3.3: Creating Questions
Activity 3.4: Revisiting the Chapter 2 Transition Activity—How Teacher’s Questions Impact Implementation
The IQA Teacher’s Questions Rubric
Application Activities
Activity 3.5: Rating the Teacher’s Questions in the 26 Divided by 4 Lesson
Summary
Teacher’s Linking and Teacher’s Press
Introductory Activities
Activity 4.1: Following Up on Students’ Contributions—Teacher’s Linking
Activity 4.2: Following Up on Students’ Contributions—Teacher’s Press
Activity 4.3: Revisiting the Chapter 3 Transition Activity—Teacher’s Questions and Follow-Up
The IQA Teacher’s Linking and Teacher’s Press Rubrics
Application Activities
Activity 4.4: Rating Teacher’s Linking and Teacher’s Press
Activity 4.5: Determining When It Is Appropriate to Ask a Follow-Up Question
Summary
PART 3: Connecting to the E in TQE: Evidence of Students’ Mathematical Work and Thinking
Students’ Linking and Students’ Providing
Introductory Activities
Activity 5.1: Examining Students’ Contributions—Students’ Linking
Activity 5.2: Examining Students’ Contributions—Students’ Providing
Activity 5.3: Revisiting the Chapter 4 Transition Activity—Teacher’s Linking, Teacher’s Press, and Students’ Contributions
The IQA Students’ Linking and Students’ Providing Rubrics
Application Activities
Activity 5.4: Rating Students’ Linking and Students’ Providing
Summary
The IQA Toolkit as a Tool to Assess and Improve Instructional Practice
Introductory Activities
Activity 6.1: Rating a Small-Group Lesson
Activity 6.2: Rating a Whole-Class Lesson
The IQA Rubrics as Tools to Reflect on and Improve Instruction
Application Activities
Activity 6.3: Considering the Teacher’s Reflection and Next Steps
Activity 6.4: Revisiting the Chapter 5 Transition Activity—Using All IQA Rubrics