Days 8-11: Starting (and Restarting) Discussions

I've been bad (and tired) this week, so the blog has been ignored. Here's my day-by-day recap...

Day 8: Starting Discussions

Monday the students were randomly selected for the groups of eight I'm planning to use for the year. I handed out a sheet with some discussion expectations and the group norms the class developed last week. I had the students read and briefly discuss the expectations/norms.

I explained that each student should take responsibility for one of the eight problems and lead a discussion of each problem. The students took the brand-new personal whiteboards and began...to doodle, chat, mess around. You know, act like kids.

Some groups claimed to have fully discussed all eight problems. Yeah, I didn't think so. Two groups discussed two or three problems, and I believe that.

I had this similar experience last year. Clearly I haven't explained my expectations well to the students -- or I don't clearly know my expectations. I'm being good to not blame the students, but to closely watch myself and figure out changes that I need to make. I've got an idea...

Day 9: Restarting Discussions

Today I put the students back in the same groups. I explained that I didn't do a good job describing my expectations.

I directed the groups members to put their own work on problem #1 on their whiteboard, and for the group to discuss their efforts. Once everyone in the group felt like the problem was thoroughly discussed, they were to call me over so I could ensure that they did as I requested.

This approach worked better. I could hear and see that the students better discussed the problems. The students need to work on their recording the results on paper, but as I questioned the groups, I feel like they are better understanding what I want.

In the end, the groups collectively were able to thoroughly discuss problems #1 and 2. One group again claimed to get through all eight problems, although they didn't have me check all eight problems.

Tomorrow we continue...

Day 10: Continuing to Make Progress

Wednesday I randomly re-seated the students. I want to avoid one group getting far ahead of the other groups. By re-arranging and having each group start at the collective stopping point, more discussion and better continuity should develop.

The groups continued discussions at problem #3. The conversations were better; groups called me over to verify their efforts; students still don't want to write their work down in a notebook. Despite my offer to allow the notebook to be used on assessments, the students don't yet get it. Perhaps when the first assessment occurs next week, they'll better understand the benefit of the student-created notes.

One group was rather off-task, in terms of too much chatting about non-math and loud laughter. I attribute this to the kids still learning to be serious about the effort and a particular collection of students being together. Re-seating will help this, but I'll watch that it's not particular students causing the off-task behavior.

The groups ended collectively at problem #6. Four problems talked through is the pace I'm wanting, so let's see if this continues. I passed out eight new problems, and asked that the students prepare up through #14.

Day 11: Fixed vs Growth Mindset Talk

As I'm taking the How to Learn Math course through Stanford's OpenEdX, I'm wanting to include what I'm learning in my classroom. A couple of weeks ago, someone posted a link to a blog wherein the creator took some of Jo Boaler's videos and designed some pages where students and parents could view and discuss elements of the course.

Since I needed to put my classroom desks in rows for the quizzes/exams in all my other classes, today was a good day to start the fixed vs growth mindset talk with my Algebra 1 kids.

I started class with a math inventory test I found on Math Hombre's blog, which allows students to rank what mode of learning they prefer -- Mastery, Interpersonal, Self-Expressive, or Understanding. I collected they tests so I can analyze the results.

Next I handed out a reflection sheet and spent a few minutes discussing fixed and growth mindsets. We watch each of the three videos and I had the students reflect and write responses to some questions based on the videos. The period ended sooner than I wanted, but a few students said that the videos were useful.

I need to continue to infuse the course teachings in my classroom. Well, I first need to finish the course this Labor Day weekend...

The Plan for Tomorrow...

Tomorrow the groups continue from problem #7. I need to continue to convince the students to record their work product. Hoping to continue to see improvement, in both the students and my own comfort level.