This year, students will engage in mathematics in a different way. We will be learning in a Thinking Classroom.
Here are some things mathematicians do:
| Notice Details Collaborate with Others Take Risks Draw Representations | Explain Their Thinking Think Creatively Communicate Look for Patterns | Persevere (Keep Trying) Ask Questions Take Their Time Are Curious |
What does class look like?
- Students will work collaboratively in random groupings to solve problems and work through concepts at vertical dry erase boards.
- Student groups are given an open-ended task that requires them to draw on past knowledge and take risks to find new solutions using concepts students already know.
- Students will get stuck…experiment, try, fail, and apply their knowledge in order to get unstuck.
- New concepts are introduced in a “thin-slicing” method. This means that the teacher will guide them through the basic concept and then give more difficult questions that they can explore with the same ideas to solidify understanding.
- Work is done in groups, on whiteboards, so that students can ask classmates questions and have opportunities to share their knowledge.
- The teacher supports students to the minimum degree necessary.
- At the end of class, we come together to summarize and solidify the ideas that were discovered, and the teacher provides missed information so that all material is covered.
Why does this work?
- Human beings are curious. When we discover something for ourselves, we are much more likely to internalize it and be able to apply it to different scenarios.
- Being able to do something is the basic level of understanding. Beyond this, being able to justify, explain, teach, and create the ideas learned enhances understanding even more.
In order to promote problem-solving skills and teamwork, I may not directly answer every question students ask. However, this does not mean students won’t be supported. For instance, I will often provide a question or suggestion to help a group move forward or provide an extension when students are ready for more. Other student groups also have knowledge that can be shared and learned.
Note-Making (Notes for your future forgetful selves)
After group tasks, we will work to make notes that will help students to understand and synthesize Math skills/concepts. Students will be able to use their notes during class-based assessments ONLY. It is in their best interest to do a thorough job with their notes. The brain remembers information that it has looked at often. Students are responsible for their learning.
Check Your Understanding
Students will be given Check Your Understanding (CYU) questions throughout the unit. CYU questions will not be graded, but will offer an opportunity to work on concepts from class. CYU questions may include answers so students know if they’re on the right track. Worked solutions will be posted in the classroom digital notebook within a couple days of distribution. There is a strong correlation between practice, mastery, and good grades. (This means students need to practice!! 🙂)
Random Grouping
As students enter the classroom, students will choose a card at random that will determine the group students will sit/work with during that class. Professional behavior and language are expected in the classroom and with student groups. At the beginning of each class, students will choose a new group with which to work to share new ideas and collaborate to increase understanding.
What we’ve found…
- students are coming for extra help and to increase understanding during recess/lunch
- students know exactly where they are struggling
- students are aware of how they are doing in the course
- all students get to know (and work with) the other students in the class
- integration of new students is supported through random groupings
- students develop flexibility around working with a variety of people
- thinking is not limited as students are exchanging ideas with different people daily
Ms. B. in Class 