Teaching Strategies
Whole Group/Small Group Instruction
One strategy that I will use in my class is whole group/small group instruction. During this time, I will provide direct instruction on the standard for the day using multiple modalities (interactive notes, picture books, inquiry questions, create foldables, video demonstrations, etc.) to frame the lesson. This is a time for the students to learn
explicit ways to solve mathematical problems, content vocabulary, and stretch their thinking beyond what they were previously taught through exploration in a comfortable environment. The students will begin to see that the solution to a mathematical equation can be computed in multiple ways. It is vital that students learn in a place of comfort and understand that mistakes are a part of the learning process. My whole group instruction, like my whole class, focuses on a growth mindset, so the students create the class norms that they agree to follow to help propel us to math success. This growth mindset is modeled in whole group instruction.
Think-Pair-Share
This strategy affords the students the opportunity to think individually about the task and then pair up with a neighboring peer to discuss their thinking before sharing with whole group. The students really enjoy this strategy as it gives them time to bounce their ideas off of someone else, minimizing the intimidation factor, before sharing their thinking or answer with the whole class. This strategy also fosters a good deal of math talk as students converse using content specific vocabulary and mathematical thinking to arrive at a mutually agreed upon solution. As a teacher, I know that students at this age get distracted easily and will at times get off topic in their conversations so the students are given a specific time frame to talk to help minimize this.
Student as the Teacher
Another strategy that I use in my class is to have the student serve as the teacher. I do not use this strategy at the very beginning of the school year since the students are still trying to get acclimated to their new environment and roles as fourth graders. However, when I do implement the strategy, even the most reluctant student wants to participate. As the students get more comfortable with the flow of our class I slowly release the role of teacher to a student for a small task. During this role reversal, the student essentially becomes the teacher and I become one of the students. They must conduct themselves as the knowledgeable one in the classroom and guide the students to understanding and completing the given tasks. I take mental notes on which students are able to help guide the instruction, and I also play the role of the fearful student who simply does not understand what to do in the situation. As my questions progress in complexity, other students in the classroom join forces with the student teacher to help me understand the concept. The teamwork used to help me understand the concept is another benefit of the strategy because it is important to me that my students know that we are a family and that we are all here to learn and grow together.
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