Process over Product
I soon learned that like the "wacky wall walkers" I played with as a child, this content was not sticking and I needed to reinvent how my students were interacting with the content. I want students to really engage in the classroom so they can think about processes they are using, why they work, when they don't, and get beyond just answer finding.
In this newsletter, I'm going to share just a few thoughts on how to get students to do more engaging and more thinking about your math content, rather than always focusing on direct teach and worksheet practice.
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Correct/Incorrect or True/False? Analysis of other student work is powerful for getting students to really focus on the process rather than just the answer. Instead of giving students a sheet of problems to solve, give them problems that are already worked and have them find the ones that are incorrrect or false statements. Then extend by having them make corrections and talk about common errors. They are less likely to make the common mistakes with that heightened awareness of them. | Who is Right? Taking it one step further, instead of giving one answer, either right or wrong for each problem, have them explore two processes. In the example shown they compare two solution processes and choose the correct one. You could also present two correct solutions that are different just to throw in a chance to talk about multiple paths to the same answer. Use this structure as a chance to talk about reasonableness. Role play with is happening in the situation and discuss if the answer should be larger or smaller than the numbers in the problem, and WHY! | What's the Process? Matching problems/answers on cards definitely makes typical "worksheet math" more engaging. And knowing that you can match an answer to each question can help build confidence in struggling students before committing work to paper. But sometimes they don't really understand how they got from problem to solution. Try first matching problems to a process card. This opens the door to a discussion about multiple paths to the same answer. Extend by having students create process cards that describe the way they might solve it. After that you can match answer cards to complete the process. |
Correct/Incorrect or True/False?
Who is Right?
Use this structure as a chance to talk about reasonableness. Role play with is happening in the situation and discuss if the answer should be larger or smaller than the numbers in the problem, and WHY!
What's the Process?
In the activity, give students statements to analyze about a topic. They decide if the statement is always true, sometimes true, or never true. So much thinking goes on! You can extend by having students talk about how to change statements to move them to another category, or even have them create a statement of their own for each heading.
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Kelli
Professional Learning
Here's where I'll be presenting next in case you can come:
DFW Mini-CAST in HEB = February 8
Dallas ISD (8th grade) = February 14
Pan-STEM conference, Lubbock = June 30-July 1
CAMT, Ft Worth = July 8-10