Select-Sequence Student & Answer Questions
When the Answer is the Question by Vanessa M. Battreal, Vanessa Brewster,
and Juli K. Dixon
Both articles discuss the importance of using tasks to motivate the learning of our students. Students are expected to be engaged in a productive struggle and learn from what their mistakes are. They should be encouraged to keep working by being asked questions that get them to think about other ways to solve a problem than just the ones they are considering. This is something I will use in my classroom because in order for students to learn a subject, they need to be challenged to some degree.
Selecting & Sequencing Students' Solution Strategies by Erin Meikle
Students approach questions differently. Whole-class discussions allow students to share their responses and thoughts about questions with one another. In this whole class discussion, there are Five Practices to guide discussions to focus on understanding. The first is anticipating. Students can have a wide variety of solution strategies and there are also multiple ways to teach these strategies. The second is monitoring students' work as they do the task. Teachers should walk around and make sure students are on topic and working towards the answer. If they are not, the teacher can ask questions to guide their thinking. The third is selecting a subset of solution strategies from students. They do not have to volunteer, and these can be used anonymously during whole-class discussion. Sequencing is the fourth and is applied when the teacher shows the selected student solutions to the class for discussion. Finally, the strategies are connected in a way to highlight all the important ideas in the topic. This strategy has been enforced in this class a lot so far this semester and I am glad it has. I had concerns about what strategies to implement in the classroom once I am on my own, but being able to have whole-class discussions as well as different ways to implement strategies students use and their work has been beneficial. I have learned a lot about sequencing students' work when discussing the questions and problems and it is okay to choose students who did not volunteer their work and use it anonymously. Students will be able to learn from one another when they see mistakes and what others did correct in work.
Questions:
1. Why do pedagogical moves catch our attention?
2. How can we redirect students in a way that will not give away answers if they say something other than what we anticipate?
Both articles discuss the importance of using tasks to motivate the learning of our students. Students are expected to be engaged in a productive struggle and learn from what their mistakes are. They should be encouraged to keep working by being asked questions that get them to think about other ways to solve a problem than just the ones they are considering. This is something I will use in my classroom because in order for students to learn a subject, they need to be challenged to some degree.
Selecting & Sequencing Students' Solution Strategies by Erin Meikle
Students approach questions differently. Whole-class discussions allow students to share their responses and thoughts about questions with one another. In this whole class discussion, there are Five Practices to guide discussions to focus on understanding. The first is anticipating. Students can have a wide variety of solution strategies and there are also multiple ways to teach these strategies. The second is monitoring students' work as they do the task. Teachers should walk around and make sure students are on topic and working towards the answer. If they are not, the teacher can ask questions to guide their thinking. The third is selecting a subset of solution strategies from students. They do not have to volunteer, and these can be used anonymously during whole-class discussion. Sequencing is the fourth and is applied when the teacher shows the selected student solutions to the class for discussion. Finally, the strategies are connected in a way to highlight all the important ideas in the topic. This strategy has been enforced in this class a lot so far this semester and I am glad it has. I had concerns about what strategies to implement in the classroom once I am on my own, but being able to have whole-class discussions as well as different ways to implement strategies students use and their work has been beneficial. I have learned a lot about sequencing students' work when discussing the questions and problems and it is okay to choose students who did not volunteer their work and use it anonymously. Students will be able to learn from one another when they see mistakes and what others did correct in work.
Questions:
1. Why do pedagogical moves catch our attention?
2. How can we redirect students in a way that will not give away answers if they say something other than what we anticipate?
You need much more thought on the article about students writing problems or questions. It would be good to summarize in one paragraph and in the 2nd paragraph put your thoughts.
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