Saturday, October 26, 2013

Saturday Sayings: Comments or Questions?



This quote seems so very appropriate for where I am right now in the way I'm trying to improve my math instruction.  In the past few years, I've made many changes to the way I teach math and especially to problem solving.  Mathematicians share their strategies, not only with neighbors, but with the whole group.  That kind of sharing obviously involves lots of talk.  The change I'm trying to make this year is removing most of myself from that talk.  

It used to be that a child would draw their strategy on the board, and then I would kind of take over, asking them questions and prompting them in certain ways while the class watched and hopefully listened.  It was a step in the right direction, but it was missing something - less of me and more of them.  Now the child who is sharing takes over from the beginning, shares whatever they want to say about their strategy, and says, "Comments or questions?"  It's been cool to watch what happens next.  Typically the class asks insightful questions and the child is forced to think about why they made the choices they made and then find a way to communicate those reasons to the class.  Even though I'm there to turn the conversation in ways I feel would be most beneficial, it's cool to hear them doing most of the talking.  I've a ways to go on this journey of learning how to improve my problem solving instruction, but hearing kids do more talking about how math makes sense to them makes me believe I'm on the right track.  Comments or questions?  


Pin It!

15 comments:

  1. I like this idea of having the students do more of the talking. I find myself talking too much, but wanting them to do more. It can be difficult to remember to step back and let them rather than me do the explaining. :)
    Lori
    Conversations in Literacy

    ReplyDelete
    Replies
    1. Lori, I'm better at it in math than some other areas for sure. I've got a ways to go.

      Delete
    2. http://bit.ly/1f6k1eI

      Delete
  2. I agree with Lori, I really don't let my kids do enough of the talking. Sometimes it is hard to be patient for them to get their thoughts together and sometimes, I've had kids when asked to explain will just say, "I just know." I definitely need to work more on this. I think another issue is with pacing guides barreling through the curriculum, your always afraid to take some time to slow down to let kids talk for fear of getting behind. Thanks for another thought provoking post!
    Kelly
    I'm Not Your Grandpa, I'm Your Teacher

    ReplyDelete
    Replies
    1. Kelly, I understand completely. Those are all things we deal with for sure.

      Delete
  3. I see the value in this strategy, but like the other commenters, I find it a struggle to be patient. I definitely need to work on this! It is so neat when I do allow them time to talk and it helps another student. Great thoughts!

    Crystal
    Teaching Little Miracles

    ReplyDelete
    Replies
    1. Crystal, it for sure takes patience. You're right though. Their thoughts can definitely help each other.

      Delete
  4. Hi Tammy,

    It's quick ironic that I've stumbled upon your blog today. Our school is taking a focus on math this year. In particular, trying to step out of the way and increase student discussion with daily talk about math. I use Debbie Diller's philosophy of Math Work Stations with my kinders and have LOVED it! I also had the joy of teaching a group of first graders who used MWS in kindergarten and I could really tell that they had a huge grasp of numbers and number sense, as well as, how to talk about numbers to their peers.

    If you haven't checked it out, I highly recommend it. I am on my 4th year of using the MWS idea and would not turn back for a second!!!!

    Christin
    Shifting Teacher K-2

    ReplyDelete
    Replies
    1. Christin, I'm not familiar with MWS. I'll have to check it out. Thanks.

      Delete
  5. Yup that's something I need to do more of too. I find myself getting antsy when someone is sharing a strategy that leads them to the wrong answer and their thinking is faulty. I'm never sure how to shut that down in a caring way. Although maybe I should just let it evolve naturally. Maybe the kids will ask enough questions to help the person sharing clarify their thinking. Hmm...

    ReplyDelete
    Replies
    1. Barb, those are definitely feelings I know well too. One thing I read was to teach kids to comment with "I agree because" or "I disagree because."

      Delete
  6. "Less of me and more of them!" I am also seeing things in a different way. Our students should be the ones going home tired and not us!
    Sandi at Literacy Minute

    ReplyDelete
    Replies
    1. Sandi, you're for sure right. We should definitely be less tired than they are at the end of the day.

      Delete
  7. Tammy - I'm glad you shared how you did this. I've been excited about trying to have the kids explain their problem solving, but it seems like nobody but me is listening :(
    Your idea of having the explaining student say - Questions or comments - certainly opens it up to those that have been listening. My next thing to try!
    Thanks for the idea - Sara

    ReplyDelete
    Replies
    1. Sara, let me know how it goes. I still have to work at getting everyone listening though.

      Delete