Consolidation Thoughts

Whole group discussions, or consolidation, have always been in the top three learning activities for my students.

Today, we combined consolidation with a thin-slicing activity!  

More bang for the buck was my hope!  :)

Background

For the last two weeks, we've been analyzing and communicating about the following graph.  

Students started out by just pulling information from the graph and completing the chart below.

After consolidation on various aspects of the graph and chart, 

We moved on to analyzing how the story can be represented in multiple ways.

In a story with words.

In a graph.

In a table.

And the most abstract of all, in an equation.

Students had worked a little bit with tables previous to this,

And quickly caught on to which table matched each car's story.

This was the first time for equations to enter the picture as a way to communicate the story.

Because I only offered seven choices, students were able to connect the correct equation to each story.

(To ramp up the rigor, I could provide good distractors to the list.

This however, was not my goal for the lesson.

The goal for the lesson was for students to identify all pieces of the story (speed, starting point and direction) before I connect these concepts to their more abstract mathematical vocabulary (slope, y-intercept, and positive/negative slope).

Today, we looked at where the main pieces (speed, starting point, and direction)

Are found in each representation.

Highlighting each with a different shape and color.

After analyzing each format of the story,

Students worked in their groups (at their desks to avoid transfer time to the white boards)

And created equations or tables for various scenarios.

1) Create an equation for a car moving faster than the green car.

2) Write an equation for a car starting closer to the intersection than the orange car.

3) Create a table for a moving at 25 m/s

4) Create a table for a car starting 10 m from the intersection, moving at 35 m/s.

5) Write an equation for a car going in the opposite direction as the black car.

Since we weren't at the vertical white boards,

Students simply held up their individual board at each table

So everyone could see their work

And a mini conversation could be had over misconceptions or differences in the equations.

The thin-slicing of questions started off easy with a focus on the starting point,

Before moving on to speed,

Then direction,

Then combinations of the two or all three!

I love how these strategies can lend themselves into various outlets in the classroom.

While we all see the benefits of the vertical white boards,

The same concept can be implemented at tables to help save some class time.

The Importance of Note-Taking For Learning

For our last quiz before break,

I did something I've never done before.  

I allowed my students to use their notes.

We had been learning about angles,

And I had had to cram the entire unit into three weeks

Instead of 4 (or maybe 5).

I felt this was only fair to my students

If they were allowed to use notes.

So when the last 15 minutes rolled around,

I announced that they could take out their notebooks to finish their quizzes.

Many had already completed their quiz by this time.

I saw them scan through their quiz,

And then they handed it to me as is.

No review of the notes.

They must have felt confident with what they had.

I made notations on who used notes and who didn't. 

I was curious.

After calculating the averages for both groups,

I was even more curious,

As the results blew me away.

It was NOT what I was expecting!

Students who passed on the opportunity to use notes scored an average of 74%

While students who used their notes scored only a 61% average.

Interesting.

You see, we totally changed how we take notes this year.

I no longer have note-taking days where I lead the process on the document camera.

Note-taking has taken on a totally new look.

Note-Taking Strategy 1

Students grab their notebooks whenever they like to take notes. 

I don't suggest it while we are actively learning.

I do refer to it anytime note-taking is highlighted as a good learning strategy.

But I don't require it.

I want the students to see the value for themselves.

To own their learning.

Note-Taking Strategy 2

Notes for my future forgetful self.

This strategy is usually done at the end of the unit.

Students make notations under headings that I give them over what they've learned.

After they have individually written down their reflections of what they don't want to forget,

We bring it together as a whole class discussion

Where students can share outloud what they included in their own notes.

(which adds another exposure to the material for my struggling students)!

I then write these items on the board as a model of the process.

Note-Take Strategy 3

Getting information from a video source.

EdPuzzle is my best friend of the pandemic.

I love the videos, making videos, and including interactive questions to aid in the learning process.

This way, I am assured that all students have watched the video

And have interacted with the new material in some way with the questions I embed into the lesson.

Again, students are encouraged to take notes on what they learn.

We talk about how to do this.

If they have a moment where their brain says, "Oh!  That makes sense!"

That's a flag to write it down!

If their brain is like, "Oh!  I never knew that!"

Another indicator to get it down!

So, I shared the information with my students.

Wondering what their thought processes were for why this happened.

The reasons for the students that USED the notes on the quiz:

1) Their notes were not complete so weren't much of a help anyway

2) They didn't even take notes

Reason for the students that DID NOT use their notes:

1) They already knew the material

This just validates Marzano's findings with notetaking being the 2nd best Instructional Strategy for increasing student achievement.

And as the students reported earlier why they felt note-taking helped them learn better,

I think maybe, just maybe,

We might be doing something right this year.  :)