Day 3

Day 3.

Also known as the day I pissed off most of my students, on purpose.

I didn't plan to irritate them.

We did our number talk and it involved a subtraction problem with lots of regrouping.  After walking around and seeing my students' answers, I noticed about half of them got the answer right. Others were having calculation issues or subtracting from left to right and getting all confused.

So I started the problem and asked what my next step was (it was regrouping).  The answer I got was to add a "1" to the one's place.  I asked if I was adding one or ten. I was told one.  I asked where this one came from. No one could tell me.

Face palm.  This does not bode well for math this year.

So we stopped solving the problem.

I gave them a two digit subtraction problem instead: 51-37.  Almost all of them got it right with the algorithm.  I saw one student try with a number line (yay!).   Then I modeled the problem with manipulatives (rods and cubes).

I explained that when we are regrouping, I'm not adding numbers out of no where.  I'm taking a set of ten from the next place value and redistributing them.  I wish I had these to use to show them actually breaking apart a set of ten:

But alas, I don't.

I gave them another problem to solve, both numerically and with a picture.  Most of them got it right using both ways.

Next week we'll go back to larger place values.  We'll also use manipulatives because they don't have enough hands on experience with making groups.  I've got some large gaps to fill!

After math, I asked them how they felt using this system:

Most of what I got in response was this:

They aren't there yet.  They told me they need more practice.  I told them good.  

I got a lot of confused faces.

I told them that in math, they aren't going get the concept on the first day. I told them I'm going to require multiple ways of thinking about the problem.  I told them they're going to have to prove they understand what is happening with the math, not just show me the right answer.

Many of my higher students are not happy with this challenge.  

To them, I say good. They'll be better off in the long run.  I had some grumpy math faces today!

Silent Reviews

During the intervention portion of our day, we've been working on math and test review.  I decided to spend ten minutes reviewing idioms and figurative language, since many of my ELL (English Language Learners) students still struggle with these.

I display the question card on the smart board:

I give them think time (very necessary for mental processing of right and wrong answers), then ask for their responses.  Instead of shouting out, they hold up their responder cups!

All of them can respond at once without a word.  Plus it's a great formative assessment because they don't really have time to change their answers.  I then have them defend their answers to a neighbor, thus working in the justification piece where they must provide evidence.

It's a great, fun way to review concepts where they all participate without shouting.

Just between you and me...

I'm often conflicted about what to do when students finish a test early.  Most want to stand up, return their test, dividers, highlighters and grab a book to read.

In theory, this is wonderful!

However, when some of my fast finishers do this, it quickly motivates other students to rush through as well.  In their rushing, they often skip questions or make careless mistakes.  

So instead I've started having them reflect on their learning on the back of their tests.

I merely ask them to tell me their "clicks and clunks" or to write me a letter.  I clarify that the information stays between me and them.  Sometimes I let them tell me about the story they're reading, what's happening at home, etc.

Here were some responses I got after their comma test:

She's good.

She loves reading!

While another went in depth about each and every subject she has in school.

At least they're taking ownership of their learning!

Some other responses that aren't pictured included confusion about where to place apostrophies to show ownership.  So we had a quick mini-lesson to clear up that confusion!

Self Assessing

In my classroom, we do a lot of formative checks for understanding.  Usually as part of the lesson's closure, I ask for their comfort level with the new content.

Sometimes it's as simple as thumbs up (I've got it), thumbs side ways (I'm confused) and thumbs down (I'm lost).

Sometimes they close their eyes so they can be completely honest with me...this usually happens when I get all thumbs up.  Not that I'm a bad teacher, but one fifteen minute mini-lesson doesn't lead to 100% complete understanding from 31 very different students.  So we try the quick response again, just with our eyes closed.  

We have a lot of conversations that learning is a process and it's okay to not have mastery over a concept.  We use the word yet a lot.  

We also do a 1, 2, 3 or 4 finger response.

1: I'm lost, I need help.  This corresponds with emerging on our proficiency scale.

2: I'm confused.  I'm starting to get the material, but I have questions.  This would be approaching on our proficiency scale.

3: I think I've got it.  This would be meeting.

4: I know I've got it and could explain it to my parents or neighbor.  This level of understanding has to be proven to me and would relate to exceeding.

I found this cute graphic on TpT:

And want it for my classroom!  Perhaps I could just recreate it with my students so there is more meaning.

We also do "clicks and clunks" as lesson closure.  They tell their neighbor what is "clicking" (making sense) and "clunking" (confusing).  I walk around listening so I know what I need to clarify the next day.

I also have them share their clicks on the way out the door with a fist bump.

It's great that they're familiar with assessing their own understanding and being reflective on their learning.  It's important for them to learn to self advocate and speak up with questions.