Teaching Strategies
There are a number of teaching strategies that can be used when teaching the three topics that are being covered in this unit. The strategies that I plan to use in this unit will implement are “think, pair, share”, small and whole group discussion, and modeling.
Think, Pair, Share
The teaching strategy, “think, pair, share” allows students time to analyze a specific problem that they are given in order to get to a solution or idea on their own rather than the teacher quickly giving them the answers. Once they have figured out and formed an answer or idea, they share their thoughts with a partner. These partners can be their shoulder partner or strategically picked based on levels of knowledge. In their pairs, it is crucial to monitor that both parties share their ideas and thinking processes because when one speaks about a topic that they may not be sure of, they are able to get a clearer understanding about the subject through fixing any misunderstandings. Through these various combinations of pairs, the students will be able to hear multiple points of views throughout the topics of translating, equivalence, and simplifying of expressions. Not only would it clear up any misunderstandings, but it will expose the students to the various ways that people solve problems. I like to get my students talking as much as possible. It is a great skill to build on from when students are younger in order for them to be comfortable and become more confident in their math skills. It will be beneficial to use the strategy of “think, pair, share” because some students who are more quiet will not feel comfortable sharing whole group just yet. They need to build up to that point.
Whole/Small Group Discussion
Following “think, pair, share” will be whole or small group discussions, which allow the class to have an open discussion about a specific topic in a bigger setting. They work up to this from talking in pairs to ensure that students feel comfortable using the language of math. This is beneficial because with the topics being covered, there is much that we can allow students to talk about. Although the all of the students will not be willing to share, I still can find ways to include them in the whole group conversations. These students who are quiet or shy about answering questions out loud can be asked simple questions, such as to read the problem or what is the variable in the expression. This will establish comfort and build their confidence. These discussions must drive the students to a clear understanding of why we can or cannot manipulate expressions in certain ways.
Whole or small group discussions are also helpful because if there are any misconceptions that students may have, they can be cleared up as a whole group. For example, if a student gets the wrong answer when translating or simplifying an expression, I can ask the student to share their answer with the class and then I can lead a discussion as to what the student did correct and incorrect, with the correct parts getting good recognition. After students determine what is correct about the answer, the discussion about what he or she did incorrect will begin in order to understand the student’s thinking before correcting the mistake. By doing this, it allows all of the students in the class to recognize the mistake for the next time that they are solving a similar problem. Through this kind of conversation, I can not only point out the answers that are incorrect, but they can point out all of the various ways that students have solved the same problem. Highlighting student’s work whole class or in small groups, will allow for students to learn from one another. I might like to show my students multiple ways to solve the same problem, but it is often difficult to keep them engaged long enough. But if they see, for example, that one of their peers has simplified an expression in a way that they might be comfortable with, they can use that method of simplification.
Modeling (I Do, We Do, You Do)
A strategy I have seen as being beneficial in my classroom has been modeling, showing students how to approach the problem and the thought process behind it. There are many ways to model problems in the classroom. The specific method of modeling that will be used is the “I Do, We Do, You Do” method. This strategy provides a clear way of getting students comfortable with solving problems on their own through gradual release. In the “I Do” section, students listen to the teacher explain their thought process on why they are following the specific process of solving the problem. Students are able to ask any questions that they have in this part in order to avoid mistakes they might make later. Next is “We Do,” where students work through the problem with the teacher. This is important because I should be helping students through the process by asking leading questions such as “what should I do now” or “what should the next step be”, for students to clarify why they are doing each step or how they got there. While asking these leading questions, I can use this time to build the confidence of the students who are usually struggling in my class. Since the “I Do” should be a clear representation of the process taken to find an answer, the students should have an idea of what the next process should be and will be more willing to participate in the lesson. “You Do” allows students to work on their own or with their peers, similar to small groups, in order to practice the process, they have learned earlier in the lesson. I will allow the students to first work with their peers, in the form of the “think, pair, share” method to transition them into working on their own. This is their final opportunity to ask peers or myself for clarification on anything they did not understand during the “I Do” and “We Do.” To end this type of lesson, the final “You Do” will be in the form of an exit ticket or some sort of small assessment. It is necessary that I end with them solving a problem independently because then it is clear to me which students understand and where other students had misunderstandings.8
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