The Indirect Method Model:  Sue’s classroom  incorporate one of the central principles of the indirect Method Model the use of questions to guide the search and discovery process using Jellybeans to creat an authentic problem requiring her learners to count and organize data doing math and graphing with a real world problem.

This video presents Sue as a well organized professional teacher who is knowledgeable of every single incident related to her classroom. Equipments and materials used in her classroom are necessary for math class and are suitable for her students’ needs’ as they are second-grader learners. Sue used real Jellybeans that children adore their taste. Jellybeans are countable and colored and therefore, a perfect choice for solving math problems and representing graph. Her class is student centered as students sit in small groups around tables and she moves among them to assess and guide them when needed. She has good classroom management and she is aware of her students’ diversity and cultural background. Her timeline is good, not more than fifteen minutes which is good for her students’ age to keep them motivated and involved in learning. Content organization was about 2-3 minutes where the teacher introduced Jelly beans and let student taste them thus using the five senses, touch, sight and taste which will promote the students to think and later on raise questions. Question time line was about 3 minutes and then deeper questions while presenting the graph was about 5mimutes and the later phase for students’ self evaluation and providing feedback was also about 5 minutes.

Sue used the inductive and deductive methods which are perfect for inquiry and problem solving. Inductive was used to promote questions sue lets student discover knowledge and understanding through their mistakes not just by telling them what she wants them to learn. Towards the end Sue used the deductive method when she reviewed the addition and subtraction: how many more people liked the red Jellybeans? / How many people are different / how do you solve the problem? There was the voice of a narrator giving instructions to what the teacher was doing while conducting her lesson and informing us that the curriculum was planed from explicit to implicit which enlighten justify for us the usage of the indirect method . Sue’s questions aided her learners search for discovery of meaning by resolving problems and contradictions when she let them discover and figure out what Jellybeans are. She did not give them answers she let the student taste and she provided jellybeans sheets to raise questions to figure out what they are. Then she identified the graph concept thus probing deeper for more information through students’ responses. Students analyzed the graph by answering the teachers’ questions. How many people like green?/ student answers 9. 3 people like black. Teacher extended discussion to newer area when one student answer was wrong so she directed the student saying “we wanted to know the difference” Students stands near the picture of the graph and gave the right answer. Students could interpret the graph and by this the teacher passes responsibility back to the learner