Making It Our Own

Now that we are six weeks into the new year,

With implementing the strategies for Building Thinking Classrooms,

I can see how it is slowly evolving into something that fits us.

At this point we have implemented the following...with our style added to some of them as we find our way for what's best for us. 

• Give thinking tasks
• The tasks from the curriculum are usually the Data/Computation problem from the intro lesson
• Sometimes the tasks have been practice problems that vary in complexity
• Frequently form visibly random groups
• Most of the time, we have formed random groups.  Sometimes due to time constraints, they move to a board in their table groups
• Use vertical non-permanent surfaces
• We have varied this approach.  Sometimes using horizontal large group boards or even individual boards so everyone can work on the problem 
• Defront the classroom
• This was easy.  I already had two "fronts"...my large whiteboard and the TV.  Now I just added all the vertical boards into my teaching focal points.
• Answer only keep thinking questions
• Give thinking task early, standing and verbally
• We don't always stand anymore, but the thinking task is always given at the beginning of the hour. 
• Give check-your-understanding questions
• The Practice Printable from our curriculum has worked great for checking for understanding.  I do not take grades on these, but instead encourage students to check where they are at.  Would they be able to take a quiz the next day based on how they know the content we have been working on?  After getting feedback from the answer key, students code their work with a checkmark to show the correct answer, an X if it's incorrect, an H if the answer key helped them, a G if their group helped them.
• Mobilize learning
• Students are learning that they can use what they see on other boards to help them move their thinking instead of remaining stuck.
• Have students writing meaningful notes
• This is an area that needs a lot more practice!  We will continue to work on these skills of getting meaningful notes down in writing.  

Checking for Understanding (Ch. 7) Implementation

Today was Check-Your-Understanding day.

With the testing partitions in place

To help with individual thinking,

We went over the directions for what the day would look like.

"The assignment today is strictly for you to check your understanding on this new material.

It is NOT for a grade.

You will work out the problems and then check them at the answer keys taped around the classsroom.

You may check your work at any given point.

To help you get an idea of your understanding,

For every correct answer, mark it with a checkmark.

For every incorrect answer, mark it with an X

If you were able to correct your thinking with the help of the answer key, mark it with an H.

Finally, if you needed a group member to help you talk through it, mark it with a G.

Observations:

1. Some students were like popcorn...jumping up every now and then to check their work.

2. Some had a hard time even starting.  For these students, we talked about taking a risk to get something down on paper.  If it was wrong, it was okay.  This wasn't for a grade.  We could easily correct it and work on understanding it.

3. Some students still wanted my help, my assurance.  Using what I learned in Chapter 5, after giving the instructions, I walked away from the class, allowing them to get into the problems and removing myself as that automatic person for proximity questions.  When students did have questions, I would either answer with a question and walk away again with a smile and an affirmative "you can do this" statement. I need to work on my Keep Thinking questions.  Keep Thinking questions are those questions that are asked when students start to struggle.  I think my questions are too leading as far as cues and hints go.  Will need to reread Chapter 5.

BTC - Taking Notes (Ch. 11)

So....
I went out of the order of suggested implementation.

But, in my defense,

It was perfect timing,

And I would rather the students try the new approach for the first time,

Than get sucked in the routine of live/dead notes.

So we divided their first page in their notebook in half.

One half for Adding Integers and the other half for Subtracting Integers.

We reviewed the learning activities we had completed last week,

And I gave examples about what could all be included...

examples,

pictures,

shortcuts,

descriptions.

Some students got busy right away.

Many had no idea.

Proof that this is a needed activity to continue individual thinking.

After giving them time to think and write,

I walked the room to see what had materialized on their papers.

Few had examples,

Some had pictures of the algebra tiles.

Many.....were totally blank.

Because this was the first time of individually created notes for our future forgetful selves,

I used an example from one of the students.

They had drawn the Algebra tile mat complete with positive and negative tiles.

I drew it up on the board.

I had the students determine was the original problem was that was illustrated with the tiles.

We added that to our notes.

We then added another picture complete with arrows to show the flipping of the tiles.

At this point, usually a student would remember how that connected to the shortcut "add the opposite".

So we then added that to our notes with a numerical example. 

What was surprising is even with this whole group conversation,

Many students still did not write anything down!

In two weeks, students will have the opportunity to use these notes.

They will be able to choose from retaking a short quiz,

Or using them as they practice on more problems. 

We will then follow with a discussion of what they wished they had included for their 

"future forgetful selves".

Aaahhh....the learning process.

So much here at the beginning of the year! 

UPDATE:

So I've noticed this now in two classes.

Not with every student, but with a few.

Students with a little extra time asked if they could update their notes 

from today's lesson on Algebraic Representations.

One student wanted to copy what was on the white board for their notes.  

This is exciting!  

Now the question...how to get everyone on board?