Journal Summary 2: Plot Twists
Article: Using Plot Twists to Engage Learners
Authors: Laura E. Ryan & Leslie Dietiker
This article discussed a mathematical story-planning framework. It explains how students can see math unfold as they expand their knowledge on a concept. The way the authors constructed it is similar to a storyline. It begins with a hook or question to gain students' interest. Then, the rising action or problem solving happens, followed by the plot twist where students can discuss the answer they got and analyze why their answers may be different and why. Then, the falling action and resolution are used to finish, where students can discuss as a whole class and the teacher facilitates the discussion.
It also discusses to consider what students know or do not know when planning to demonstrate a plot twist in a lesson. If students know the reason why an operation differs in certain situations or remains the same during the time of the plot twist/ falling action, they will not be learning anything. It is also emphasized to be cautious about what questions are asked or answered at certain points in the activity, because that could spoil the plot twist. Students should develop the understanding of a concept by exploring the problem themselves.
The authors used a 5th grade class learning volume as an example. The students were put in small groups and were given the task of filling a 6 cm cube with 1 cm or 2 cm cubes. They were unaware that other groups used different size cubes, they assumed they were all the same size. The students each answered correctly based on their cube size and the teacher showed the two different answers students got. They were confused and assumed other groups or themselves were wrong. The teacher put them in a new group with students from the opposite size filler cube and they soon realized the size of the cubes they used were different and that is why the volume was different. Then the teacher discussed how size/ units are important to label and consider, and to end they solved the volume for the 6 cm cube if it was filled with 3 cm cubes.
It is important to keep in mind that without effective questioning, students may not engage in a productive struggle. The plot twist is used to create an "aha" moment among students, and this is typically generated during the falling action when they can discuss what they discovered. Plot twists are used specifically to make a larger story in math and make connections in their knowledge. Finally, these plot twists do not have to be used in just one lesson or unit; they can be used across a curriculum or even connect previous information learned in another grade to what students are learning.
This can be used in a classroom when students understand a concept (or two) and there are more elements to it. The teacher in this article knew the students understood the concept of finding the volume of an object and she put their knowledge to the test of the volume of a cube by using various size cubes. They made the connection that different size measuring tools will result in a different solution, and it was an eye-opening activity for students. Another teacher used a plot twist with the commutative property of multiplication and used it for students to find that 10x3 and 3x10 were represented with the same amount of cubes but in a different way- 10 rows horizontal and 3 vertical vs. 10 rows vertical and 3 horizontal.
Teachers should plot twists to teach concept X, then concept Y, then XYZ combines both X and Y and has another variable including the two first concepts.
If students understand the basic components of how to solve a problem the way it is asked, the plot twist method can be used. As the article suggested, it can also be used to build on a concept students learned in a previous grade. A basic introduction or refresher can be given to students when referring to a concept learned in previous grades, then the teacher can scaffold on the concept using a plot twist. Students are engaged in learning and build their own understanding by discovering the "why" on their own. In my mind I linked this article back to the "Understanding Understanding" article because students are looking for the "why" in these scenarios. It is important that students link their learning to prior knowledge and in this case, they will always be linking the new information to something they previously learned within one concept.
Citation
Ryan, L. E., & Dietiker, L. (2018). Using Plot Twists to Engage Learners. Teaching Children Mathematics, 24(5), 316-323. doi: 10.5951/teacchilmath.24.5.0316
Authors: Laura E. Ryan & Leslie Dietiker
This article discussed a mathematical story-planning framework. It explains how students can see math unfold as they expand their knowledge on a concept. The way the authors constructed it is similar to a storyline. It begins with a hook or question to gain students' interest. Then, the rising action or problem solving happens, followed by the plot twist where students can discuss the answer they got and analyze why their answers may be different and why. Then, the falling action and resolution are used to finish, where students can discuss as a whole class and the teacher facilitates the discussion.
It also discusses to consider what students know or do not know when planning to demonstrate a plot twist in a lesson. If students know the reason why an operation differs in certain situations or remains the same during the time of the plot twist/ falling action, they will not be learning anything. It is also emphasized to be cautious about what questions are asked or answered at certain points in the activity, because that could spoil the plot twist. Students should develop the understanding of a concept by exploring the problem themselves.
The authors used a 5th grade class learning volume as an example. The students were put in small groups and were given the task of filling a 6 cm cube with 1 cm or 2 cm cubes. They were unaware that other groups used different size cubes, they assumed they were all the same size. The students each answered correctly based on their cube size and the teacher showed the two different answers students got. They were confused and assumed other groups or themselves were wrong. The teacher put them in a new group with students from the opposite size filler cube and they soon realized the size of the cubes they used were different and that is why the volume was different. Then the teacher discussed how size/ units are important to label and consider, and to end they solved the volume for the 6 cm cube if it was filled with 3 cm cubes.
It is important to keep in mind that without effective questioning, students may not engage in a productive struggle. The plot twist is used to create an "aha" moment among students, and this is typically generated during the falling action when they can discuss what they discovered. Plot twists are used specifically to make a larger story in math and make connections in their knowledge. Finally, these plot twists do not have to be used in just one lesson or unit; they can be used across a curriculum or even connect previous information learned in another grade to what students are learning.
This can be used in a classroom when students understand a concept (or two) and there are more elements to it. The teacher in this article knew the students understood the concept of finding the volume of an object and she put their knowledge to the test of the volume of a cube by using various size cubes. They made the connection that different size measuring tools will result in a different solution, and it was an eye-opening activity for students. Another teacher used a plot twist with the commutative property of multiplication and used it for students to find that 10x3 and 3x10 were represented with the same amount of cubes but in a different way- 10 rows horizontal and 3 vertical vs. 10 rows vertical and 3 horizontal.
Teachers should plot twists to teach concept X, then concept Y, then XYZ combines both X and Y and has another variable including the two first concepts.
If students understand the basic components of how to solve a problem the way it is asked, the plot twist method can be used. As the article suggested, it can also be used to build on a concept students learned in a previous grade. A basic introduction or refresher can be given to students when referring to a concept learned in previous grades, then the teacher can scaffold on the concept using a plot twist. Students are engaged in learning and build their own understanding by discovering the "why" on their own. In my mind I linked this article back to the "Understanding Understanding" article because students are looking for the "why" in these scenarios. It is important that students link their learning to prior knowledge and in this case, they will always be linking the new information to something they previously learned within one concept.
Citation
Ryan, L. E., & Dietiker, L. (2018). Using Plot Twists to Engage Learners. Teaching Children Mathematics, 24(5), 316-323. doi: 10.5951/teacchilmath.24.5.0316
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