The Word Problem Clues with Tracy Lewis was really insightful. I was not too sure about what to expect when starting the videos (and seeing that there were nine to watch)! As soon as I started finishing video after video I was intrigued with the meeting, lesson, classroom, and debriefing. I love that the teacher assigned the work and then evaluated it. Having the students sit down and discuss the work done in a positive environment is motivational. I think this makes them comfortable to answer questions and ask them. It also shows the students various ways to think about answer problems, maybe differently than they did, and it shows the common mistakes and how to fix them or think differently. I think they were on the carpet a long time but the students seemed to handle it well. In the debriefing she mentions running out of time. I almost wonder if it would have been better to do an addition example one day on the carpet and then a subtraction example the next day to really focus on the students getting the vocabulary.
Tracy talks about different types of vocabulary the students are to use or "codes." This goes with the standard of precision I think..or maybe I am just focused on that because it is one my group is doing. BUT the students now knowing "how many more" is code of subtraction is an example of miscommunication or misunderstanding of their tools. This is a challenge for students especially at a younger age just starting word problems. The students learned tools to add and subtract, such as through pictures, number lines, or base 10 blocks, now they have to reach into their toolboxes to decide which is being asked for without being told.
I like that in the faculty debriefing the teacher got to talk about what she would do differently and what she wished for and liked. I really liked the whole set up though of having the students do the work, working as a group to discuss and ask questions, then working in pairs. I think the teacher does an amazing job of switching the group sizes and going from guided practice to independent. Even having the students look at their work but not be able to erase it was awesome because the students get to reflect, write it down, and then assess themselves. Since I only worked with four and five year olds it is hard for me to imagine young students being able to self-correct. Even thinking about second graders doing it seems hard for me but this is proof that they can and the method used was wonderful.
I loved the videos overall. I think it was a wonderful demonstration of lots of frameworks and models we are being taught now. We saw the discussions, the one-on-one, partner work, assessing the work and the teaching. It yeps motivate me to see these tactics we are being taught actually happen.
Tracy talks about different types of vocabulary the students are to use or "codes." This goes with the standard of precision I think..or maybe I am just focused on that because it is one my group is doing. BUT the students now knowing "how many more" is code of subtraction is an example of miscommunication or misunderstanding of their tools. This is a challenge for students especially at a younger age just starting word problems. The students learned tools to add and subtract, such as through pictures, number lines, or base 10 blocks, now they have to reach into their toolboxes to decide which is being asked for without being told.
I like that in the faculty debriefing the teacher got to talk about what she would do differently and what she wished for and liked. I really liked the whole set up though of having the students do the work, working as a group to discuss and ask questions, then working in pairs. I think the teacher does an amazing job of switching the group sizes and going from guided practice to independent. Even having the students look at their work but not be able to erase it was awesome because the students get to reflect, write it down, and then assess themselves. Since I only worked with four and five year olds it is hard for me to imagine young students being able to self-correct. Even thinking about second graders doing it seems hard for me but this is proof that they can and the method used was wonderful.
I loved the videos overall. I think it was a wonderful demonstration of lots of frameworks and models we are being taught now. We saw the discussions, the one-on-one, partner work, assessing the work and the teaching. It yeps motivate me to see these tactics we are being taught actually happen.
Thank you, Sarah:)
ReplyDelete