Building Thinking Classrooms: Ch 8 - Fostering Student Autonomy

Look for moments where a group can get what they need from another group.

THE KEY IS TO NOT SAY OR SHOW SOMETHING ANOTHER GROUP CAN.

Use this when two groups have different solutions

Or when they have the same solution but used different methods.

Question 1

What are some of the things in this chapter that immediately feel correct?

I like the whole approach of don't say anything that a kid can say. 

Question 2

Have you already given your students autonomy to interact across groups? Have they taken advantage of this autonomy to the degree that you wish?

With sitting at tables, students don't really have access to this.  I did see students looking for hints when we did the Build It activity here at the end of school, so I do see a need for it.  

Question 3

What other ways might you foster autonomy beyond what is mentioned in this chapter?

Googling vocabulary definitions

Ask 2 before asking the teacher

Question 4

This chapter focused on the nurturing of independence through the fostering of autonomy. Have you found any other ways to nurture independence?

This year during our Test Trainer time, autonomy was encouraged when students didn't know what a question was asking them, to google it and learn from what they read.  In some cases, as in a stem-and-leaf plot, I would have to tell them what to google so they could answer the answer on their own.  This seemed to work quite well, and the concept of googling to find out information crossed over into areas of the lessons as well.

Question 5

What is your feeling about mobilized knowledge versus groups doing the work on their own?

I'm okay with this.  After all, this is all during the learning phase.  If we can get the culture where students value their learning, are thinking, and get excited about learning...using check-your-understanding instead of practice, vertical thinking boards, and random groups...more math learning has to happen!

Question 6

What are your feelings about the possibility for the proliferation of errors in a classroom where knowledge is being shared between groups?

This is just an excellent opportunity to iron out misconceptions.  The use of "My Favorite Mistake" could be the focus of a whole group discussion.

Question 7

What are some of the challenges you anticipate you will experience in implementing the strategies suggested in this chapter? What are some of the ways to overcome these?

I'm anticipating there will be a lot of copying answers, but this can easily be overcome by showing and EXPLAINING their work and thinking.