So, today is TAKS Tuesday in our Math class. This means that the students attempt to solve one TAKS word problem on their own as a sort of warm-up for the class. You can see the problem projected on the overhead below. Today the class is solving a problem that involves the skills they've learned in the latest unit: place value. I've taken pictures of many of the students' solutions; most of which involve lining up the 4 answer choices to determine their size, and subsequently determining which number resides between the two numbers stated in the problem (5,800,000,000 and 5,700,000,000).
In the end you can see the teacher discussing the problem on the doc cam, and the students volunteering to explain their methods for solving the problem. I heard some "Yes, but..." statements, and a few "Yes, and..." statements when the teacher heard some of her preferred methods for solving the problem. One thing I appreciated was her comment towards one of the students with adapted materials. She praised the student for using the place value chart they have in their adapted materials folder (see last week's post) to line up the possible answers and determine which was correct. She did not mention the obvious - the fact that certain students are provided these charts at all times - but she pumped him up for being clever enough to use
the idea of a place value chart as a strategy. I thought this was a
sweet way of putting the spotlight on this student's
cleverness, and disguising what makes them different from others in the classroom. I also heard the teacher asking students to use the revoicing strategy, and the restating someone else's strategy. The latter was used primarily to call out students who were off-task and not listening. Though, occasionally she asked a student who is struggling to repeat their neighbor's strategy, in the hopes of them picking up some new tips. In the cases where it was a behavior management tool, I still see it as beneficial for those who are paying attention to hear it explained again, by someone else and in different words.
If I was to do anything different, I think I would have used more "Yes, and..." statements to encourage those who are not used to talking through their thought processes. Many of the same students offer their strategies each time there is a discussion, leaving little opportunity for those shy or struggling students to explain their though process (even to themselves). Before I got into the habit of telling others "why" I chose a certain strategy or "how" I solved a problem, my answer would have been something like, "Just cuz...it's what you told me to do." Blooms taxonomy explains that the highest level of thinking involves teaching; I find that includes even teaching
yourself. I also believe that by asking them to apply their reasoning to others' reasoning, their are further activating their higher thinking. It's very difficult to compare and contrast your thinking to another person's. You have to truly understand their logic once you truly understand your own. And that's a tall order!
cleverness, and disguising what makes them different from others in the classroom. I also heard the teacher asking students to use the revoicing strategy, and the restating someone else's strategy. The latter was used primarily to call out students who were off-task and not listening. Though, occasionally she asked a student who is struggling to repeat their neighbor's strategy, in the hopes of them picking up some new tips. In the cases where it was a behavior management tool, I still see it as beneficial for those who are paying attention to hear it explained again, by someone else and in different words. 
Jamie,
ReplyDeleteI loved the fact that your teacher had a positive attitude towards the adapted materials that some students needed to use during your math lesson. All to often students are embarrassed by these tools and subsequently do not succeed as well as they could have with the tool. I'm an excited to know that these student were even praised by using the adapted materials to help solve problems as all too often teachers have a "fade away as soon as possible" outlook on adapted materials and tool in their classrooms. How exciting!!
Thanks for such a thorough post, Jamie. I agree with Hattie comments about praising without isolating or patronizing the adapted materials strategy. Seems like something we could all learn to do.
ReplyDeleteAnd I like the way you noticed how "restate another students" strategy was used as more of a behavior management tool. I wonder if this creates a classroom in which you're only asked to explain another students thinking when you're in trouble or not paying attention?
I liked your noticing, and the connections you see to Blooms Taxonomy too. And, I can see you being meta-cognitive of your own issues with learning mathematics and sharing your strategies with the large group; you have a very unique perspective and I'm glad to see you reflecting upon this, Jamie.
Isn't it crazy how after we are taught something in our classes the material just pops out in our placements! After playing the game "yes, but... yes, and.." every time I observe a lesson (or I am teaching a lesson) I catch these phrases. Just as people first language has been taught to us and now every time I hear some one speak without using people first it drives me crazy. I just think it is neat how when something is drawn to our attention how our subconscious mind remembers it and automatically we pick up on it throughout our day.
ReplyDelete**Lauren Fritz
I second (or third?) Hattie's comments about how positive it was that your teacher praised the students for their cleverness in deciding to use adapted materials. It always seems so counterintuitive when such materials are provided but then their use is seen as a weakness in the classroom. For students using such adapted materials, it's possible that over time the use of these materials can be faded, but it's also possible that they will continue to require the adaptations throughout their lives, so their use should be treated as a strategy or tool in the classroom and not as a sign of inadequacy or weakness. Also, way to pull out the Bloom's Taxonomy reference! That's such a great connection, and I'm glad you brought it to my attention. I think for many teachers, when they see a student who is struggling in an area, they assume that recall and and maybe comprehension are the highest levels appropriate for the student to engage in, when in reality, the scaffolds the Talk Moves provide and the supportive framework we're learning to establish in our math groups can really make the higher level thinking skills such as analysis and evaluation possible and profitable for students experiencing academic difficulties. I've already observed how talk moves can help students become their own teachers, catching their own mistakes and creating their own ideas about concepts; empowering the students in this way will hopefully enable them to learn and enjoy the process of learning more!
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