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Post by carolinebyrnes on May 31, 2016 15:42:18 GMT
Here is a place to discuss the idea of breaking the silence
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Post by carolinebyrnes on Jun 1, 2016 3:29:32 GMT
In our small group Rachel and I discussed how to break the silence in a math class. It is important to get students to explain their thought process out loud when learning to solve new kinds of problems. Explaining their thought process out loud will allow the teacher to see how they learn and what type of instructional methods best suit each child.
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Post by ericalharris on Jun 1, 2016 16:48:18 GMT
In our small group, Collen, Bri, and I also talked about how to engage students in math class. We talked about presenting students with word problems that link to topics they are interested in outside of school to get their interest. We also talked about having students work on challenging material with partners so that they could practice explaining their reasoning out loud and build a sense of camaraderie.
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Post by colleen on Jun 1, 2016 20:04:57 GMT
I think that a great way for students to break the silence is for them to paraphrase information in order to explain it back to the teacher or classmate. A good way to put this into practice would be giving each student a topic that they are responsible for teaching another student or group of students.
Each person would have to explain the information in their own way (providing the students listening with an explanation more similar to their style of speaking rather than "textbook style English") and would benefit from having to know it well enough to talk about it.
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Post by colleen on Jun 1, 2016 20:06:31 GMT
I like Caroline & Rachel's idea of the student explaining their thought process out loud in an attempt to help the teacher understand how they problem solve. I think that this would be fantastic for older children in particular, who have a better grasp of the abstract concepts involved with mentally working through a problem.
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Post by bdelisi on Jun 2, 2016 0:31:55 GMT
Like Erica stated, we along with Colleen talked about how to break the silence in math class by linking math problems to what kids like outside of school. I think that this is a great strategy to use just not in math but other subjects as well especially social studies and english classes that can get involved in deeper class discussions. Caroline and Rachel have a great idea of getting kids to talk out loud while they are thinking to better explain thought processes. Not only could this improve their thought process, but it could be a way to get kids to expand on their verbal skills since some kids may be shy to share out loud. Another way to get kids to break the silence would be to have kids engage in presenting material. Something that I did a lot of in grade school through high school was getting up to present things that I had learned in front of the class. This made it so I was comfortable with public speaking and sharing my thoughts and opinions out loud.
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Post by Sarah Navarro on Jun 2, 2016 1:28:08 GMT
Like everyone else has already mentioned, me and Tiffani also talked about breaking the silence in a math class. We mentioned how important it is to take part in math and actually practice the problems. I was always told in school that "math is not a spectator sport" and I still feel that that holds true. I always found that I understood the concepts so much more when I actually did the homework, regardless of how repetitive it felt, and the teacher would discuss it and answer questions the next day in class. We also talked about how important it is for students to show their work when they are working out math problems, because it allows the teacher to identify where they went wrong and help them to prevent future mistakes.
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Post by delilah on Jun 2, 2016 2:19:02 GMT
In our small group we discussed breaking the silence in math. We talked a lot about asking the students why so that they can explain their conceptual understandings in order for them to get a deeper understanding. Pushing the students to explain their thinking creates a more concrete understanding for them and allows them to recognize errors in their thoughts. Through this it is also expected for the students to show their work.
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Post by hoonze88 on Jun 2, 2016 3:11:39 GMT
In our group, we discussed practices in art. With Sarah and (I forgot the other art students name, Im so sorry!) we came across how going over the technique would be the way to reach the students. Explain the technique, and practice it. Also, with the help of Dr. Boggs we came across the idea of Product vs Process, and how both were equally important in the field of art.
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Post by Jack Bond on Jun 2, 2016 4:15:10 GMT
J and I talked about breaking the silence in terms of history. It's pretty literacy-driven, but one of the things we talked about a lot was focusing on how the students acquired the information, other than just pure memorization of facts. Asking them to answer a discussion question, like "Was the U.S. justified in going into Vietnam?", allows for them to actually apply the stuff they have to learn, and focus on them actually expressing it orally.
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Post by aholcomb on Jun 2, 2016 4:49:19 GMT
I think that a great way for students to break the silence is for them to paraphrase information in order to explain it back to the teacher or classmate. A good way to put this into practice would be giving each student a topic that they are responsible for teaching another student or group of students. Each person would have to explain the information in their own way (providing the students listening with an explanation more similar to their style of speaking rather than "textbook style English") and would benefit from having to know it well enough to talk about it. The idea of having a student paraphrasing the information reminded me of an educational strategy called "think, pair, share". In this exercise, students are told to think about the topic for a certain amount of time, which can depend on the topic. They then are paired up, preferably with the person next to them, to discuss what they have been thinking about. Then, for "share", they can either share in small groups, such as if the students are sitting in a unit of four, or they can share with the whole class. Typically a smaller "think, pair, share" would be within a small group but something that was a bigger topic would be shared with the whole class. Alternatively, a few of the groups could share with the whole class at the end of the first "share" part. This allows them to talk about the topic in a few different settings within the classroom. |
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