Reflect after you have implemented a task in your thinking classroom:
Give it a try! Implement the strategies that you have learned to provide your students with a rich math experience in your thinking classroom.
Consider the following questions:
- What might you do differently next time?
Respond and Interact
After implementing a task in your classroom, please post your response to one {or more} of the prompts above. Read our colleagues' reflections. Feel free to respond to someone by sharing a comment, insight or interesting possibility.
I've made some implementation moves while working through this book. I actively use random groupings and I have defronted the room as much as I am able. I really do think I have shifted from being the instructor/teacher to now acting more as a facilitator, especially with using the new math curriculum as it sort of forces me to do so. I realize that if i let the kids so the learning and stop answering their questions upfront that they definitely use their prior knowledge, grapple with concepts and rely on each other to help them find their way. Watching them do this is exciting! While speaking with parents at conferences and explaining this new (backwards) approach, i had a lot of positive feedback. They said that their kids are enjoying math and are excited about it and that they as parents are then excited too to see their children foster independence and engagement in the math.
ReplyDeleteI have tried to defront my room, but I have a very small space, so not as easy as I thought it would be. I did put up an additional white board and I let the kids use the large white board. This has helped and I have more kids standing and wanting to use the big board which I say yes to now. I do some number sense work and we work on fluency strategies, but I need more information and training around thinking tasks. I'm going to try and find some and just start with 5th grade. In one day I see 3, 5th grade groups, 2, 4th grade groups, 1 3rd grade group and two second grade groups. I would really like to find ones that would fit all! That's probably a tall order. I am looking forward to trying these strategies, if I do nothing else, I try to get my kids to at least tolerate math. :) Hopefully making these changes will help me do that.
ReplyDeleteAng - I haven't purchased this book, but I did glance at the chapters and I noticed that there is a section for small group sizes. Might be worth checking out...
Deletehttps://www.amazon.com/Modifying-Thinking-Classroom-Different-Settings/dp/1071857843
Thanks! I sent it to Tiffany to order for us :)
DeleteWhile I am not in a classroom, I am able to urge others to try these strategies out while coteaching with them. One of the ones I've used the most with a teacher is trying to defront her classroom and using the VNPSs. We have seen more engagement from the students as well as an exciting around math for not only her students, but for herself as well! We have also learned that the new flat panels will be a great benefit to creating thinking spaces for students. ;)
ReplyDeleteAs I've read through this book, I've made some changes in my approach along the way. I'm using random groupings almost exclusively now and I'm seeing such a benefit to kids. I've found that they like it too, now feel comfortable and confident working with any partner, and feel valued as part of the 'team' regardless of who they're working with. I'm teaching the new math curriculum and kids work together on tasks almost daily so this has been a really great shift for me and for them. I've also tried to defront the room a little. While I haven't been able to totally make this happen just yet, I am liking the possibilities and playing around with different set-ups.
ReplyDeleteA teaching strategy I have been using a lot is having the students explain each other's work instead of the student who solved the problem talking us through it. I have found this to be so much more engaging and thought provoking. It's such a simple move that makes such a big difference!
I have learnt the importance of thinking-based student learning through this book, and I have already started using many of the strategies discussed in the book in my instruction. I am emphasizing on making students think about reaching the solution on their own. In the past I used to instruct in a way that the students would understand the solution, whereas now, I am focusing on making the students think of the concept and get to the solution on their own terms. After the students get involved in problem solving, I am following their lead to the solution. It is working better when I get smaller groups, but I am getting a hang of it.
ReplyDeletePractices and actual implementations described in this book are very helpful for a class prioritizing on student-thinking. I find the frequently asked questions and suggestions in this book to be equally useful. I am looking forward to reading ‘Modifying your thinking classroom in a different setting’ by the author.