Today we set the tone for students teaching students in a whole class setting.
We used the following protocols:
- Listen
- Write down comments and questions while the student teaches.
- Raise your hand when the student teacher is ready for questions and comments.
- Share with respect.
- Extend the lesson while listening by writing ideas, questions, models, or thoughts in your notebook.
The lesson was amazing.
First, Tom*, a brave boy, solved equation A (the easier of the 2) on the board. He had great pacing and his answer was correct.
Next, a brave girl, Lisa, offered to teach problem B. Her answer was incorrect.
I asked if anyone solved it differently and another girl, Tamika, came up and explained her thinking and solution.
Then I asked, "Which answer do you think is correct?"
Lisa raised her hand. I said to the class, "Let's let Lisa come up first since she's willing to point out the correct solution." Lisa then went up to the board and showed the class what she did wrong, and explained why Tamika's solution was correct.
After that, we all clapped for Lisa for modeling such good learning behaviors as she demonstrated that she is someone who is able to learn from error and move on with new knowledge.
Then we clapped for Tamika, a student who was able to solve a problem with a number of logical steps using the order of operations correctly.
Finally we clapped for Tom, a student who used good pacing and an accurate process to evaluate the equation.
I want to make sure that students use their voices a lot this year to express their understanding, teach each other, and ask questions. "More of them, and less of me" because that's good, brain-friendly learning. Onward.
*I changed the names to respect students' privacy.
Note: This is a terrific PEMDAS video:
After that, we all clapped for Lisa for modeling such good learning behaviors as she demonstrated that she is someone who is able to learn from error and move on with new knowledge.
Then we clapped for Tamika, a student who was able to solve a problem with a number of logical steps using the order of operations correctly.
Finally we clapped for Tom, a student who used good pacing and an accurate process to evaluate the equation.
I want to make sure that students use their voices a lot this year to express their understanding, teach each other, and ask questions. "More of them, and less of me" because that's good, brain-friendly learning. Onward.
*I changed the names to respect students' privacy.
Note: This is a terrific PEMDAS video:
