Speaker 1: What does train mean in this context? Ready? Let's have [Once 00:00:11] this time. Once, tell your group. What does train mean in this task, in this mathematical test? Ready, Once? Go.
I love seeing the interaction. It's more than just ... I don't want to stand there and just give them answers. That could be easy, but I want them to come up with an answer.
Speaker 2: I know that whole numbers are like 4/4 or 5/5.
Speaker 1: At first, I just let them try it. I observe what's going on. I give them time to try it out first before I step in with questions to facilitate the learning, to promote higher mathematical thinking.
Speaker 3: There's the row of it.
Speaker 1: A row what?
Speaker 3: Of the [inaudible 00:00:54].
Speaker 1: What's the 1/4 inch represent?
Speaker 3: The 1/4 inch represents the space between them.
Speaker 1: Oh, so the space between? Does that mean they're going to be touching each other?
Speaker 3: No.
Speaker 1: Sometimes just listening to their groups conversation. Sometimes just listening to their partner explain it to them, they will get more out of the task as well.
Be respectful listeners. Hear their mathematical thinking. Partner As, begin.
The task that was done in this lesson really allows students to share their thinking and take risks. I want them to feel comfortable in sharing their ideas and be open to that positive criticism.
Speaker 2: Maybe I'm going to add them or multiply them to know what is the answer, and then I would justify my answer.
Speaker 1: The shared learning experience really allows students to speak up, versus those students that are always quiet, so this kind of pushes them, because they know their group, or their partner, is going to hold them accountable for sharing something.
How did you finally get over that struggle?
Speaker 4: I told my partner how to add or multiply, and he said to add because you would get wholes and fractions.
Speaker 1: In today's lesson, I saw students that were talking about the mathematics task. Thy were engaged in the learning, some more than others, willing to share their ideas, coaching them and helping them through the process, and thinking through the problem, and see maybe they're missing part of the answer, but together we figure out what step maybe they did wrong, what misconception they had, and that's where we clarify those misconceptions as a whole class.
Speaker 5: That's when I finally kind of got it, but I had trouble adding all of it until Mallory shared, and then I got the answer.
Speaker 1: Mallory's explanation helped you where you were struggling? Awesome! See, Mallory, you helped her out there. Good job at sharing your struggle with us.
In today's class, I did see a lot of interactions, and students willingness to share their ideas, and that is what makes it more fun to see those brains going at it, and the collaboration, the talking about mathematics, so that I can get different approaches to solving the problem.