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Students talking about math in math class can be especially challenging. Kate Nowack's Math Train protocol can provide a way for students to actively engage with each other in an intential and deliberate way. Kate's original blog spot has been deleted, but I found her at Illustrativemathematics.blog. She has many great strategies centered on math, please check it out.
THE MATH TRAIN (Discussion, Collaboration, Feedback) Description: K. Nowack’s “The Math Train” is an interactive math protocol that is self-checking, encourages student talk, can be differentiated, and keeps students actively engaged. Application: Use this protocol as a practice activity. Process: Prepare math problems for practice, one problem per card for each student. (If breaking the class into two groups, create two sets.) Make sure the problem’s solution is written on the back. Use math problems that will take students about the same amount of time to complete. Consider differentiating by giving quick workers more challenging problems or allowing students to choose pre-labeled (“easy,” “medium,” “hard”) level cards. On class day, arrange desks into two rows facing each other. Hand out a problem to each student, explaining that he will become the “expert” of that problem. Give students time to solve and tell them the answer is on the back to check their work. Direct students to trade problems with the person across from them and work the problems. Remind students that if they get stuck, they must ask the expert for help. At a predetermined time, direct them to give their problem back to the original owner. One row stands up and shifts in the same direction and the process are repeated until all possible partnerships have been completed.
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When students intentionally and deliberately practice vocabulary in secondary classes, especially advanced classes, proficiency increases. This rating scale allows both students and teachers to see the transformation from confusion to understanding while studying a unit or topic that has complex vocabulary. Teachers must go beyond the standard "word: definition" model and allow students to acknowledge the words they don't know, but also the words they do. Give it a try and comment below and let us know how it goes. VOCABULARY KNOWLEDGE RATING SCALE (Reading, Feedback, Discussion) Description: For students, a vocabulary knowledge rating scale is a before, during, and after reading device that can improve overall understanding of a topic by intentionally working with new vocabulary as well as making connections to prior knowledge. For teachers, the scale is a measuring tool that can assist them in targeting specific needs of each student. Application: The scale is used most often in secondary subjects that contain unique lexicon. Process: With a particular topic or unit of study in mind, develop a list of vocabulary words that are necessary for mastery. Split the list into parts if lengthy. Using template (below), create a paper or electronic document that includes the vocabulary words. On class day, distribute the document and explain assignment expectations and use the first vocabulary word to model how to approach the task. Allow enough time for students to complete the scale and emphasize the document will be used multiple times throughout the unit. As a follow-up, ask students to re-rate their understanding of each word on the template. Discuss their evolution of understanding and emphasize that active and advanced vocabulary development takes time and practice.  References and/or for more information:
https://sniderreadingincontentarea.weebly.com/vocabulary-rating-guide.html Korty, M. (2014). Vocabulary in the common core era. http://teachingtakesthecake.blogspot.com/2014/08/vocabulary-in-common-core-era.html West Virginia Department of Education. (2015). Knowledge rating scale. https://wvde.state.wv.us/strategybank/KnowledgeRatingScale.html USING TECH: DIGITAL BLACKOUT POETRY (Reading, Writing, Discussion) Description: In this highly popular activity, students read an excerpt of text and using editing tools, they create new pieces of poetry by ‘blacking out’ certain lines of text while keeping others. Benefits include student autonomy to revise and edit the aesthetics of the product so that no two are alike as well as experimenting with literary concepts like symbolism, mood, and theme. It is teacher-friendly because the products are stored electronically. Application: Use Digital Blackout Poetry occasionally in literature classes. Process: Introduce the concept of blackout poetry and show examples. Provide students with a reading passage presented on an editable slide like Google Slides (See below for Google shortcuts with reflection questions) and encourage them to scan the entire text, noting keywords/phrases/sentences that particularly stand out to them. Direct students to use the edit tools to “blackout” the words not used and caution them that the words must remain in the original document order and that the selected words should flow “to express an idea, create an image, or develop a theme.” Require students to add visual interest to the poem by adding images, using color, changing font style, etc. Remind students to cite the original work and give them a word count range or a limit on consecutive words to challenge them. After poems are finished, allow enough time for completion of the reflection questions as well as time to share poems. Grade according to content with these questions in mind: Is there a clear and well-developed theme in the poem? Is the theme supported by appropriate tone and diction? Does the word choice create powerful images and elicit emotion for the reader? How do the artistic elements complement, highlight, or develop the poem? Resources or for more information: Special thanks to Ramin, S. https://www.helloteacherlady.com/blog/digital-blackout-poetry-google-slides How To Teach Blackout Poetry | A Beginner’s Guide (chompingatthelit.com) YouTube Instruction: https://www.youtube.com/watch?v=4ETZlfuoHtc  Let's thank Teach for America's article called "9 Math Games for the Classroom" that incorporates review and time management, essential skills for all students. This awesome protocol is geared toward math review but can be modified for any subject. Be intentional and deliberate by announcing that the buzzer beater practice sessions will assist them in finishing timed tests one hundred percent!
BUZZER BEATER (Feedback, Discussion) Description: Students that face timed tests can leave points behind if they run out of time and do not finish. The Buzzer Beater activity combines authentic review work with time management practice. Application: The Buzzer Beater can be used in any subject area, especially math, that have traditional timed tests. Process: Prior to class, create a series of numbered math problems (one problem for each student in the group) that require about the same amount of time to complete. Make an index card for each problem and duplicate creating sets for each group; consider differentiating problems if needed. With those problems in mind, develop a pre-made numbered answer sheet with spaces for students to solve and show work. On class day, divide students into two equal groups and arrange desks into two ovals so that students can pass work easily within their groups. Hand-out sheets and index cards, one per student. Remind students to solve the problem on the answer sheet that corresponds to the index card number. Before activity begins, tell students how much time they have to solve each problem. Set timer but give students a one-minute verbal warning as time ends. Instruct students that at the buzzer they must stop work and pass their card to the next person and repeat the process until all problems have been attempted. At the conclusion of the activity, foster discussions about how to complete answers within the time limit, to work through time pressure anxieties, and to establish a goal to improve the number of problems attempted. Go over lessons learned from activity before administering a timed test and at conclusion elicit perspectives on the experience as a whole. References or for more information: Mason, E. 2015. (Teach for America Editorial Team) 9 Math Games for the Classroom https://www.teachforamerica.org/ One of the most effective ways for students to improve performance is to genuinely self-reflect on their performance. Whether it is an assignment, a performance, exam, test, or quiz, when students think about their thinking and seek internal ways to improve, improvement will happen! To make this easier, I have created an overview protocol with an example sample for you. Modify to meet the needs of your students. A special thank you to Clemson University for an excellent overview of Exam Wrappers. WORK WRAPPERS (Feedback, Questioning, Discussion) Description: A work wrapper, also known as an exam wrapper, helps students self-review the outcomes of their completed work and to learn about how their own behaviors contributed to the results, e.g. the adequacy of their preparation, so that adjustments may be made for improvement or affirmation the student is on the right track. While wrappers are short in length, they all have three elements: a rationale statement, reflective questions, and a student-produced improvement plan. Application: Use work wrappers occasionally, most especially after exams or assignments that are critical to moving forward in understanding. Process: Refer below for complete example sample wrapper. Create paper/online wrapper in conjunction with a specific exam or assignment. Prepare rationale statement: This exam was designed to help you/give you practice improving your… (recall of information; ability to explain processes, ability to describe events etc.) Decide which questions to include in the wrapper such as How much time did you spend preparing for this exam? Total: When and where did you do this preparation? Describe: Provide practical improvement suggestions. Collect wrappers, review and grade based on completion. Return wrappers with meaningful suggestions for improvement in a whole group setting rather than singling out specific students and their specific faults.  Contact Edumentality for a copy that can be modified, subject line- "Wrapper"
[email protected] Being deliberate and intentional about quiz questions ups the game for all involved. Good luck and let me know how it goes.
PURPOSEFUL QUIZ QUESTIONS (Questioning, Feedback) Description: Quizzes take little time to prepare and execute, perfect for snapshot assessments. Creating purposeful quiz questions elevates the value of the endeavor so that the results can be relied upon and action to correct can be taken. Application: Use these strategies in any subject that use quizzes as an assessment tool. Process: First, determine the overall assessment goal as that will determine the timing of the quiz. Is it to check what students know before a lesson? “Assessments for learning” measure students’ levels of prior knowledge. Is it to keep students actively engaged? Quizzes during a lesson keep students on their toes. Is it to ultimately measure what they remember/know/understand? “Assessments of learning” occur at the end of the lesson and it evaluates gathered knowledge. Second, establish the types of questions to use. Multiple choice is best to use when there are numerous short answers available. Use Single choice answers when there is one simple correct answer. True-False questions are used to discern student understanding based on a statement. Try Fill-in-the-blank when true understanding, not guessing, is needed. Third, follow the four guidelines: Use quizzes only when necessary and not as a punishment; use them in an ethical manner, no trick or confusing questions; use relevant and topical material that pertains to the lesson; and keep the length short, review (grade) and return results to students in a timely manner. For reference or more information: https://instructionalstrategies.org/questioning-techniques-teachers/ Colleagues- I recently retired, built a new home, moved, and sold the old home. Since May, my life has been hectic and filled with change. We all go through these trials and tribulations, but it's time to get back to what I enjoy- Edumentality! Although my office is still a work in progress, I unpacked my computer and here I am. October's Protocol is immediately below this post.
You may not know, but this website, as crude as it is, was born from my days at Cross Creek Early college in Fayetteville, North Carolina. I was the instructional liason between the school district and Fayetteville State University and we became a model school for early college. The protocols that you enjoy started as a mini book for educators that came to the school for study visits. We highlighted particular protocols and modeled them so that teachers could experience the protocols and understand the processes. It was a huge success. Very important to the program was the catalyst organization, the Bill and Melinda Gates Foundation. While I am no longer compensated by the foundation, I decided to branch out and continue to share strategies, methods, and philosophies through the Edumentality website, I assure you, there is no charge for any of the information found here. My co-author in the compiled protocol book is Brenda Bass. I owe much to her as she has served as editor for many of the protocols within the website. Continuing to keep the website is my way to give back, much like the Gates Foundation did all those years ago. Let's give students opportunities to work through mathematical word problems in a collaborative and meaningful way!! Share with math colleagues if you can't use this in your classroom.
LAURA CANDLER’S RECHARGE AND WRITE! (Collaboration, Writing, Discussion, Feedback) Description: This activity promotes the ideas of meaningful collaboration, active listening, and personal accountability while students solve mathematical problems. It combines “team discussions with independent written responses” in a fun and systematic manner. Application: This protocol may be used in any subject that contains mathematical problems to solve, but it is especially useful in solving math word problems. (Can be adapted for other subjects.) Process: With a particular concept in mind, create/provide a minimum of four math word problems on a document with ample solving space, printing one for each student. Before class meets, determine team members and gather as many pencil cups as groups. Try to place like-ability students together in groups and differentiate word problems as necessary. On class day, group students, hand out word problem documents, and place a pencil cup in the center of each group. Give groups a moment to select a leader who is willing to lead the discussion. Display and discuss the following guidelines:
Monitor groups during both talking and writing phases. Decide ahead of time if calculators can be used but emphasize all work must be shown. Collect and grade work as usual, adding possible points for participation and/or effort. Resources and for more information Laura Candler's Recharge and Write! Based on Laura Candler’s Blog post, "How to Recharge Mathematical Thinking" (lauracandler.com) |