Increased Understanding Through Talking.

 

I really hate the way schools often look at ways to improve student scores on standardized test.  I've had to "teach to the test", analyze the questions to determine which strand the state test focused on and teach that, and even provide sample questions so students got used to testing type questions. Sometimes we look too much at the test that we forget other ways of helping students improve.

One such way is for teachers to create more situations where students work on talking to each other.  It might take the form of having students divided into pairs to work out different problems that have the same answer. If their answers agree, they did it right but if the answers are different, they can ask each other to explain how they did the work.  This often helps students find where they made a mistake.

Another way is to have students talk their way through word problems so they can identify and apply math terms rather than relying on a memorized process.  They need to discuss their math learning complete with concepts, use mathematical terms, while practicing verbal expression.  In addition, discussing the problems offers safe chances to undergo productive struggle and make mistakes.  

Furthermore, teachers need to include academic language while encouraging students to use it when discussing problems.  For instance, instead of talking about flipping the second fraction, we should be say we are multiplying by the reciprocal so students develop the language necessary to express themselves.

One suggested way of working through word problems, is to have students read the word problem in a small group of no more than four.  The students work on solving the problem together through discussion, expressing ideas, and trying the ideas to see if they work.  Once students have had a chance to work on the material, find an answer before the teacher takes time to explain how to do it.  The last step would be for students to share the way they got the answer.  This is important because it gives students a chance to share and supports the idea that their thoughts are important.  This type of approach can be applied to any topic such as having students work two step equations before they are "taught" how to do them.  

This type of approach does require a bit more planning than the traditional method.  When setting up the lesson plan, one has to identify the academic language students are expected to know at the end of the lesson, the content objective to accompany the language, and a social objective such as using Think-pair-share or group collaboration.  

Now I admit, it is hard to stand back and not give direct answers to student questions which tell them how to do it.  Many of us need to learn how to respond to student request for help so they can actually experience productive struggle.  My district requires we follow the textbook, it's pacing guide, and we don't give students enough time to actually experience something like this.  

So let me know what you think.  I'd love to hear. Have a great day.