Today I observed for instructional strategies. We had a shortened math and a very mini mini-lesson for reading with an activity rather than a lesson for writing. I didn't have a whole lot to write observations on. I still made notes, however the entire first column is either direct instruction, individual work at desks, or turn and talks. Instead of writing about what I did see, I would like to focus on an idea I had for an alternate strategy. I am very interested in creating groups, and I haven't been able to see it happen much outside of table shares. Today in math the students were working with their calculators, getting to know the memory keys. Mrs. L. could have taught her lesson by choosing 4-8 students. These students could meet with her for 10 or 15 minutes while the others work on their daily math boxes and extra math. The group instead could be instructed in the normal lesson. These students would be higher in math (students like case study #2). The class could then split into groups of five with two of the students who have already been instructed in each. They could then be asked to explain what the memory keys do and how to use them to their new group. The teacher then would call attention to the front and re-explain or gather student responses and check for understanding. The 'mini teachers' could then lead their group in an activity using a worksheet with specific prompts. For example, today they went through many key series to enter into their calculators, then shared the answer. This could be led by a student mini teacher. The teacher would later bring them all back to the whole group to review.
There are of course some issues I have not worked through with this, as it is a very rough idea. It would first be hard to balance the student power and make sure the mini teachers weren't seen as the 'smart kids' or 'teacher's pets'. They also would have to not be seen as getting rewarded while everyone else was working. I think this could best be done during another lesson. Maybe throughout the week, the teacher could split the class into groups and choose other mini teachers during different subjects, so everyone gets a chance. If predetermined, this could be easy to do. The teacher could prepare handouts that each mini teacher would follow in advance, each with a different level of scaffolding based on the students' needs.
If details were worked out, I think this could have a very positive affect on all of the students. Some of the students, such as my first case study student, might pay more attention to a classmate rather than the teacher. Because students communicate with each other differently than with the teacher, they might hear an explanation that makes more sense to them. They would also get extra time to work on other math skills, such as the ones provided by Everyday Math's math boxes. The grouping possibilities could go a long way as well. My initial thought is that ELL students could greatly benefit depending on who they are placed with. It would also give the teacher a chance to spend more time and attention to a group of struggling students. They could additionally be paired with mini teachers that are a higher level (although this might set up a weird social vibe).
This is just one idea I stumbled upon during our math lesson today. It could work very well if designed properly and carefully, and with tons of attention given to creating groups.
Question of the Day: Do you deal with bullying in the classroom before going to someone higher? What steps do you take within your room towards discouraging bullying?
Mrs. L. immediately answered that the school has a no tolerance policy, and that teachers are told to bring any and all bullying issues to one of the behavior management faculty members. I think this is a great idea in theory, but I feel that there are some things that are on the verge of bullying that are probably dealt with more by the classroom teacher. I observed on such event last week, in which students were calling another student fat. This isn't 'true' bullying, but it is somewhere on the spectrum and could lead to something more serious. It was all dealt with by Mrs. L. She continued to talk about things done in the class. The main thing she discussed was the school-wide books they read. The last few of these have been all about bullying. Mrs. L. has read a couple other books to her students that also have to do with the topic. I think bullying might be a little overlooked by teachers because they are discouraged from dealing with it. They perhaps don't make as big of a point of it, because of their school policy. At the same time, I think they actually do more with it than they realize, because the smaller issues they deal with themselves.
Mini-teachers: Great idea. You'll notice that in thinking through how it might be implemented, you focused on management in all four areas--students, materials, space (what's the fourth--time?). The more opportunities you have for turning over responsibility to students (in appropriate situations, like the calculator example you gave), the better. And, of course, you know my opinion about whole class instruction . . . it should happen for about 10% of every day in a classroom. 90% of students' time should be spent working in small groups differentiated by ability, interest, or need. I'm glad you're already thinking about ways to promote leadership, learning, and community-building through the use of small, peer-led groups. This post maps closely on to the Annenberg video you watched last week in terms of building trust between the teacher and the students, and among students themselves. Elevating the idea that being "smart" is desirable (and everyone is smart at something) is an important habit of mind to nurture in your students.
ReplyDeleteHow are you going to keep track of all these ideas you want to try?
One last thing: If you get a chance, talk to Amy Theis about the way small group instruction happened in her 5th grade classroom. Her cooperating teacher was an expert at this approach in every subject area, and she used assessment data to do it.