What was the specific mathematical content being taught? This week I taught them a lesson on how to use a specific method for word problems. After I modeled filling out this special I had them to read a word problem and underline any information that they thought would be important. After that, we began to fill out the Math Problem Solving Guide. With this guide, we answered three basic questions and followed one command; what do I need to know, what do I know, what do I need to do, and check your answer.
Any specific talk moves being used? Were they effective? I noticed that I used a lot of wait time. There was one student who caught on really fast. When I realized this, I tried to spread out my questions among the other students. By doing this, I had to use more wait time because they didn't catch on as fast. As the book stated, some of them needed more time to get their thoughts together. I believe they were effective. The other student contributed with correct responses. Their responses gave me an opportunity to use two of the other Talk Moves. After a student would suggest something, I would ask them if other had more to add to the other comments. I also restated their suggestions to make sure that I understood what they were saying before I wrote them down on the board. I didn't allow them to say if they agreed or not because I wasn't sure if they could respectfully disagree. I wasn't sure if any of them would get offended if someone openly disagreed with them.
If I could redo this lesson, what Talk Moves would I use? I would probably allow them to agree or disagree with one another. Before I did that, I would have made sure that they know its OK for others to disagree with them. I am curious to see if it would make them want to put out more comprehensive suggestions if they knew someone would be listening. This would help when we are discussing extra information that is word problems. I can ask the question 'is this something we need to know'. Based on their answers, other students can comment on whether or not they believe it should be written on our Problem Solving Guide. After that, I would probably ask them to restate what another person had just said. I believe putting it in their own words would help them in understanding their peers' comments as well as other students. This could be helpful when I am asking 'why' should a statement be on our guide. When they present a rationale, I could ask another student to restate what the other student just said to clarify.
Gabe, I think you did a really good job of using most of the math strategies. I see the benefits of asking the students to agree or disagree, but this can also be something negative in the classroom. My math teacher uses agree or disagree and we have one student to disagrees with everyone. He disagrees for the sake of disagreeing and does not listen to the specific math information. So in my opinion, if you are going to use agree or disagree you need to explain that the students need to have an explanation as to why they agree or disagree, because it will get them thinking more and more about the specific math content. I know you didn't ask for my opinion, but you got it!
ReplyDeleteThanks for posting this, Gabe. I'm glad you had a chance to really play with using wait time in your teach, along with trying to explore the other math talk moves. The agree or disagree move is also a great one, but like all of these talk moves, they take some time to really use well. I agree with what Allison commented. Students need to know that they have to back up what they agree or disagree with, and to know that what they say will be listened to very seriously and be part of the classroom dialogue. I often find that students who say things just to say things will start getting more serious with their comments if they feel that the teacher and the rest of the class is actually willing to listen to them.
ReplyDeleteOne thing that might be fun to try, since you have multiple students who seem to be working at different speeds, is to have students attempt to explain each others' strategies.
And, while I enjoyed reading this, Gabe, I was also hoping to see more detail into exactly what you did and why. What was the exact problem? What did your students do? What did you specifically say? Being able to notice and recall the specifics within your teaching is not easy, but will definitely help you grow in your teaching practice.
Gabe,
ReplyDeleteI think it's interesting that you affirmed the issues of wait time helping give everyone the chance to think and gather thoughts before the discussion began.
I also found your changes to the lesson if you could redo it interesting, because of the technique of allowing the students to disagree or agree with the other students, and also the questions you would ask the students.
Sounds like you had an interesting problem solving lesson to teach.
Jennifer
I understand how you would think that your students wouldn't be respectful of each other when disagreeing with each other's techniques. I'm also very wary of that when asking my students to comment on each other's work, or even just work together. I have found that when working in small groups, placing students with the correct partner really helps, but also just monitoring what they are saying and reinforcing positive interactions. I can't say that I have mastered it, though, by any means! It really is a challenge.
ReplyDeleteEveryone else seemed to comment on how it is dangerous to have students take a stance on something potentially polarizing the class. I think that this shows the respect you command of your students. This having the student work constructively and not turn it into a competition is a balancing act that it sounds like you have down.
ReplyDeleteEric