I think that the "I do" and "we do" portions of this session sort of blend in together, but that does not necessarily impede the session. When you're initially explaining certain concepts and the ways that graphs are portrayed on Desmos, ask the learner what he thinks is being represented on the graph. For example, when teaching about inequality graphs, ask the learner what he thinks is being represented; see if he can pick up on aspects of the graph- for example, that some portion is shaded in. You still effectively engage the learner in other ways, such as by asking him to answer some of the practice problems that you already set aside.
Since this instruction is procedural and surface level, I get that it is difficult to build on the learners' ideas effectively. However, you can make an active attempt at this by asking the learner how he decided to solve some of the problems; that is, did he immediately jump to Desmos, or did he do it on his own? You can tailor your tutoring to his needs by seeing what topics he's less fluent in and could therefore use more aid by Desmos in.
Tutor · 2 mo. ago
