Today's other Algebra 1 class responded to the smaller groups as positively as did the earlier class. They engaged as smaller groups (6 or 7 students), and made positive progress in their Harkness discussions. Well, almost...
I did have one group that featured a couple of girls almost came to blows. You see, student A was presenting a problem. Student B asked a question of Student C, which C began to answer, which caused Student D to say something like, "Hey, shut up! I'm trying to listen." Student C took umbrage to D's comment, and Students C and D started after each other.
I found out what occurred, ultimately deciding that Student B was the instigator of the side-conversation (although it was math-related, it was rude to talk when someone else was discussing), and apologies came without prompting.
I see this situation as a positive. Student D tends to be quiet and reserved; today, she stood up for herself and the process. Student C was trying to help another student. Excellent!
I also started having the groups track their own discussions. I slightly modified a sheet from Johnothon Sauer, which had each group track the problem number, the presenter of the problem, and which students made a useful contribution to the discussion of the problem. This group tracking seemed to help the groups, since they knew that they were responsible to each other more overtly.
I continue to find evidence of the value of the Harkness method -- the student-centered discussion; the natural ability of the students to find connections when they discuss; the growing comfort in discussing problems, even when the students are uncomfortable with the material.
The one big challenge continues to be that the students won't attempt the problems and record their attempts if they perceive the problems as hard. I'm realizing that my usual method of operation -- teaching by lecture, homework of my own worksheets, answers shown the next day and questions answered, worksheets collected once a week or so -- hid the fact the many students weren't doing homework. I knew that many weren't doing the homework daily; that many weren't turning in the homework packets regularly, or turning in partially done homework packets, but I didn't have to face that problem each day so obviously. With the Harkness method, it's clear when students haven't worked on the problems. My struggle: how to motivate the nightly work?
No comments:
Post a Comment