A few posts ago I asked for advice on a shift in my classroom. The shift was to move from me or the textbook being the authority on what is correct to the students deciding if their work and answers is valid.
Here is misscalcul8's response:
Basically, you have to get out of the way. Your class time should shift until you are barely talking at all. Discussion should be happening among students. Let them find validation through solving the problem on their own rather than hearing validation from you.
Perhaps I've been looking at this the wrong way. As I was reading the response above, I'm thinking to myself, "But I already do this." You know? The whole Ask-three-then-me thing. I was thinking that I never confirm their work, but that's not realistic is it?
When we meet again for our PLC tomorrow I will have something to offer:
- I have students in groups going over the work from their previous exit ticket, that I did not grade or comment on. The students needed to compare their work and come to their own conclusion as to what worked and what didn't. After the students were done with their discussions we went over the problems as a class.
- I currently have my pre-calculus class working on a jigsaw activity where I've only been circulating and eavesdropping, rather than dictating what is right and what is wrong.
- Later this week I will have the students once again do a white-boarding activity where I again don't offer much advice or direction.
The shift of mine was made over a few year period. I used to have a presentation for every single lesson. I would stand in the front of the room, teach the students how to do the problems, give them some to practice for homework, repeat. Slowly I started to include more and more activities where I'm not the star on stage.
I feel that maybe I've made this shift, but just didn't realize it. Allowing the students to work things out for themselves and when everyone is settled, going over their work and thoughts, is what I'm working towards.