Journal Summary 3- Bansho: Visually Sequencing Math Ideas
Bansho: Visually Sequencing Math Ideas
By: Eloise R.A. Kuehnert, Colleen M. Eddy, Daphyne Miller, Sarah S. Pratt, & Chanika Senawongsa
Bansho is a Japanese organizational strategy. It facilitates multiple problem representations and better classroom communication. It consists of 3 phases: activating prior knowledge, exploring a problem, and discussing & extending the concept. The problem situation is written on the left side of the board and they work from left to right. This allows students to see a running record of ideas that can be connected during whole-class discussion. The intentional organization of the board focuses students' attention to the problem and helps facilitate meaningful math discourse and learning. It is also an essential tool for organizing students' thoughts, discover new ideas, and connect to new ideas.
Phase 1 of Bansho is activating prior knowledge. The teacher presents a prompting image along with a problem situation to accompany the image. The problem allowed students to use multiple approaches and representations to show their deep understanding of the concept. This part is done on the far left side of the board.
In phase 2, students explore the problem. They are challenged to show their thinking on blank paper, and they show using models. After the students have solved the problem and shown their thinking on paper, the teacher strategically chooses students to share their ideas in the middle section of the board. We have learned before that it is important to intentionally choose students to show their work to give students the opportunity to agree or disagree as well as critique work. The teacher asked 3 students to show the method they used on the board, each being different. The first student's method was counting in groups supported by number facts, the next was dots in a rectangle supported by doubles facts, and the third used base ten blocks. The teacher chose these students to be an example because the students could compare the methods used and other students can also state why they used the method they did if they used the same as one of the examples. Communication is fostered and the students are able to compare answers on the board. During this time, the teacher used prompting questions to facilitate whole-class discussion.
Phase 3 allowed students to apply their knowledge of key ideas on the far right side of the board. They were able to apply new knowledge and the teacher could conclude the lesson and connect to future lessons. This was also time for the teacher to connect the ideas from previous lessons to deepen understanding.
The Bansho strategy is useful for the classroom. I will be using it in my classroom because it allows a organized way to show student work and ideas. It also allows space for students to write new ideas and connect to new ideas to old ones. I learned that using this strategy, you can show how to solve problems and students can show their work, from a less to more complicated method of answering. In the past, I frequently saw my CTs use a SmartBoard and they would have to use the "extend page" feature and the original problem/ first solution would disappear so the students could not compare everything at once. Bansho is a better idea because it is an organized way to show students' thoughts and that can allow for constructive conversation among the classroom. It also allows students to see multiple ways to solve a problem and how to take solving a problem to the next step.
Kuehnert, E. R., Eddy, C. M., Miller, D., Pratt, S. S., & Senawongsa, C. (2018). Bansho: Visually Sequencing Mathematical Ideas. Teaching Children Mathematics,24(6), 362-369. doi:10.5951/teacchilmath.24.6.0362
By: Eloise R.A. Kuehnert, Colleen M. Eddy, Daphyne Miller, Sarah S. Pratt, & Chanika Senawongsa
Bansho is a Japanese organizational strategy. It facilitates multiple problem representations and better classroom communication. It consists of 3 phases: activating prior knowledge, exploring a problem, and discussing & extending the concept. The problem situation is written on the left side of the board and they work from left to right. This allows students to see a running record of ideas that can be connected during whole-class discussion. The intentional organization of the board focuses students' attention to the problem and helps facilitate meaningful math discourse and learning. It is also an essential tool for organizing students' thoughts, discover new ideas, and connect to new ideas.
Phase 1 of Bansho is activating prior knowledge. The teacher presents a prompting image along with a problem situation to accompany the image. The problem allowed students to use multiple approaches and representations to show their deep understanding of the concept. This part is done on the far left side of the board.
In phase 2, students explore the problem. They are challenged to show their thinking on blank paper, and they show using models. After the students have solved the problem and shown their thinking on paper, the teacher strategically chooses students to share their ideas in the middle section of the board. We have learned before that it is important to intentionally choose students to show their work to give students the opportunity to agree or disagree as well as critique work. The teacher asked 3 students to show the method they used on the board, each being different. The first student's method was counting in groups supported by number facts, the next was dots in a rectangle supported by doubles facts, and the third used base ten blocks. The teacher chose these students to be an example because the students could compare the methods used and other students can also state why they used the method they did if they used the same as one of the examples. Communication is fostered and the students are able to compare answers on the board. During this time, the teacher used prompting questions to facilitate whole-class discussion.
Phase 3 allowed students to apply their knowledge of key ideas on the far right side of the board. They were able to apply new knowledge and the teacher could conclude the lesson and connect to future lessons. This was also time for the teacher to connect the ideas from previous lessons to deepen understanding.
The Bansho strategy is useful for the classroom. I will be using it in my classroom because it allows a organized way to show student work and ideas. It also allows space for students to write new ideas and connect to new ideas to old ones. I learned that using this strategy, you can show how to solve problems and students can show their work, from a less to more complicated method of answering. In the past, I frequently saw my CTs use a SmartBoard and they would have to use the "extend page" feature and the original problem/ first solution would disappear so the students could not compare everything at once. Bansho is a better idea because it is an organized way to show students' thoughts and that can allow for constructive conversation among the classroom. It also allows students to see multiple ways to solve a problem and how to take solving a problem to the next step.
Kuehnert, E. R., Eddy, C. M., Miller, D., Pratt, S. S., & Senawongsa, C. (2018). Bansho: Visually Sequencing Mathematical Ideas. Teaching Children Mathematics,24(6), 362-369. doi:10.5951/teacchilmath.24.6.0362
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