Think Time and Collaborative Learning Transcript
Becky Pittard: All right, then, this is going to be your think time alone. Look at those representations. What's right? What's not right about each one? Off you go!
Becky Pittard: After we've analyzed this story - and I feel that these children understand their mission with the story - then, I encourage them to use individual think time. I worry that children immediately start talking to their peers and one child does all the thinking and the other child does very little. So this individual think time gives each child time to think and reason before someone speaks to them. I think that's very important for you to... figure out your own thoughts before you turn and talk to someone else.
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Becky Pittard: Great ideas I see out in the classroom. Let me give you the opportunity.
Becky Pittard: After the children have individual think time, and I usually judge when to stop that because I will start seeing a lot of children who are stuck - they're not real sure what to do next. And then it's time to say, turn - if you would like - you can turn to a partner, a peer and discuss how to solve this problem and discuss your thinking. If you would like to continue working by yourself, you may do so. If you want to turn to people at your table, you may do so [laughs]. Turn and talk about it with somebody at your table and see where you are.
Student: Explain to me why you think the second one is wrong.
Student #2: Cause over here...
Becky Pittard: As the children are discussing - working peer-to-peer - and that is a grand time for me to walk around and listen to the children. To understand what they are thinking. What common misconceptions are happening in my classroom and then what are common understandings that are happening in the classroom. So that's a time for children to voice their own thinking, but it's also a time for me as teacher to gain understanding about their thinking.