5 ways to engage math students during COVID-19
Jan 19, · Sometimes the reason students are not engaged with the learning of mathematics is simply because the tasks are low-level and boring. Providing high-level problems (DOK 3 and 4 or Procedures with Connections or Doing Math in Cognitive Demand) can provide the motivation for engagement. Establish a Learning Environment. Jan 04, · And to begin, all you need to do is get your students (1) working in visibly random groups on (2) vertical non-permanent surfaces to (3) solve a thinking task in math. These three changes alone will not only radically transform what teaching looks like in your classroom, but also radically transform what learning looks like.
The last month has bow a plethora of discussions about the necessity for teaching math beyond what most jobs consider necessary.
Much of it started from Andrew Hacker's now infamous article on whether math is necessaryto which a bunch of us replied with equal fervor Engae Willingham's and Sherman Dorn's pieces are great rejoinders. What we all seem to agree on is that, indeed, the way we teach math matters. Having a positive environment for kids where they feel like they can actually do math without feeling like they're complete failures matters a lot. Developing how to block internet access on computer environment where students can experiment and gain entry into the language of math starts with having a person who can facilitate what Stephen Krashen termed a low how to get hot chocolate out of clothes filter environment.
While his study was applied to English Language Learners, his hypotheses should apply to all subject areas, math highest among them. In my classroom, I have five principles for assuring that all students can enter into the math, and also for creating the conditions for math success.
I would suggest this to just about every teacher, but specifically math teachers, especially those of us who use the word "wrong" a lot. We should strike a balance between using direct instruction and exploration, leaning more on the exploration piece. Once we allow more mistakes, we let students into the process that our earliest mathematicians used in developing the axioms we believe today.
Also, by admitting that we all make mistakes, it sends a clear signal to kids that they can be mathematicians, too. Surely, I'm not suggesting that we let the mistakes be. Yet, when I enngage a mistake on the board intentionally or otherwise how to engage students in math, I hope my students catch onto that, thus putting them in the position of expert. Speaking of which. At first, most of us get nervous when children struggle with mathematics, as if they need to get the math as soon as they receive the instruction.
Even if it might look simple to us, enage students may still be grappling with mat skills, the concepts or both. That's OK. When students struggle with the material, they learn how to work problems what material was the titanic made of on their own as self-motivated workers. Of course, that also means the teacher needs to encourage them as often as possible to do so. If students think their efforts have no merit, then they often won't own it.
In an environment where teachers support students' working through a problem, a teacher can tell when a student has quit. You have an option before you intervene. During the class period, I prefer the students speak more than I do. If I'm talking too much, that means I'm using too much of my speaking quota. In other words, they'll tune me out if I'm talking too much. Once I let the students speak meaning, not just one student, but manythey take even more ownership of the math taught to them.
This especially proves true during the class work time as well. Having them explain to each other with the proper guidance really ztudents them to own the material and develop their own process for checking answers. If, in fact, a student asks us a question, we ought stuxents validate their question by giving them how to engage students in math question.
That way, we ensure that the onus for the "answer" falls on them. The type of questions we ask and the way we frame questions matters here, too. Questions that generate a "yes" how to keep robins from flying into windows "no" answer simply won't do.
Instead, we can leave them with a question that they can answer. Enggage do emphasize the word "leave" because it's always good for you to walk away without explicitly telling them they were right.
By the time you leave, they should already know this. Inserting children's names into the problems appropriately engages students in the material.
As you start the problem, speaking about the student in the third person immediately gets him or her engaged, and gives the other students a window into the problem. Knowing the person in the problem even if the situation itself is hypothetical gives the entire class a sense of ownership and belonging within the math. Obviously, teachers should spread the wealth in naming people, because it may look like we're playing favorites or just focusing on the "struggling" children.
All children need access to the math. This advice obviously takes time and a teacher's willingness to fail. This also might push some of my colleagues out of a comfort zone. Yet we as teachers have to set a precedent for the success of lifelong learners, not just until a standardized test comes. One of the ways we set our students up for this type of success is by providing conditions for questioning, experimentation and ownership to happen. Those of us who only want to "skill and drill" students perpetuate attitudes that Hacker alluded to in his piece.
Often, that starts with us as teachers. Math literacy matters. Let's do our part. This blog is part of a series sponsored by Autodesk.
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1 day ago · 5 ways to engage math students during COVID COVID has brought about changes to education that no administration, school staff or faculty, families, or students could have ever anticipated. No degree I earned or teaching experience I acquired could . Sep 18, · You can also infuse your instruction with assignments that rely on more complex collaborative work (say storyboarding and multimedia), and use online breakout rooms as a place for students to engage in meaningful math discussions among themselves or with you in order to build confidence in their voices and perspectives. Rethink AssessmentAuthor: Meghan Laslocky.
To engage students in productive mathematical conversations , teachers can orchestrate discourse and structure learning environments to deepen engagement and support learning. Using effective strategies will support students as they learn to participate in mathematical discourse. Below are six strategies from mathematics expert Dr. Gladis Kersaint to help you address these core areas and promote mathematical thinking and discourse in the classroom. For more, please download Dr.
The teacher can also designate student experts students who have demonstrated depth of understanding about a particular problem, concept or procedure whom other students can consult before approaching the teacher.
Students need time to gather their thoughts and identify what they know or do not know before they are exposed to the influence of other students. Then they can compare and contrast their approaches and solutions with those shared by others during the mathematics discussion. Teachers can engage students in mathematical discourse by posing questions that encourage discussion and debate.
Strategic prompts and questions require students to attend to particular aspects of the learning process, explain and justify their thinking, and deepen their understanding in the process. Learning mathematics is not just about getting the right answer. It is also about learning from previous mistakes. Encourage students to take risks in mathematics by:.
When students work with peers or in small groups, they are able to take risks and build confidence on a small scale before they present solutions to the whole class. Strategies include:. Teachers can use a variety of methods to gather information from the whole class or individuals that simultaneously allow them to assess individual and collective student understanding:.
This blog is part of a three post series on the importance of mathematical discourse from Curriculum Associates , a Getting Smart Advocacy Partner, and Dr. Download your free copy here. For more on mathematical discourse and Curriculum Associates, check out:. Stay in-the-know with all things EdTech and innovations in learning by signing up to receive the weekly Smart Update. Save my name, email, and website in this browser for the next time I comment. Please submit your name and email and you will be given a link to download our free 20 Invention Opportunities in Learning and Development Report.
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