Reflection on Classroom Practise and the types of Talk moves/ Questions I ask

I am in the process of analysing my research for my thesis.  My thesis is on the impact my questioning had on student learning of fractions.  I was quite surprised at the amount of questions I asked and the types of questions I asked.

 Have a look at the chart below:


Types of Questions
Amount of Times Asked
Talk Move
Big Idea
Both
Doesn’t initiate any discussion
T- Building on
49 (16.9%)
49
T- Introduce new strategy that has not been developed
14 (4.8%)
14
T- direct teaching
27 (9.3%)
27
T- Go Beyond
75 (25.8%)
75
T-Compare
2 (.68%)
2
T- Initiation- response- evaluation
7 (2.4%)
7
T- Interrogation
73 (25.2%)
23 (31.5%)
50 (68.5%)
T- question unclear
3 (1%)
3
T- Scafolding
32 (11%)
32
T- shares strategy
8 (2.7%)
8
Total of Questions:
290 (49.3%)
31 (10%)
222 (74%)
37 (12.8%)
T- Air Misconceptions
27
27
T- answering with another question
32
32
T- Echo’s students words
15
15
T- Letting students just talk
9
9
T- Monitoring students
22
22
T- no confirmation/ in order to push beyond
14
14
T- relate back to context
7
7
T- relate to other problems
11
11
T- Revoicing
39
39
T- Student revoicing
5
5
T- Think, Pair, Share
19
19
T-Wait Time
27
27
T- Checking for understanding
71
71
Total of Talk Moves
298 (50.7%)
24 (8%)
40 (13%)
234 (78.5%)
Totals altogether
588
55 (9.4%)
262 (44.5%)
234 (39.8%)
37 (6.3%)

The chart is split into two different groups Questions (in black) and Talk moves (in red).  I tallied all of them together and in a three week unit I ask or did a total of 588 talk moves/questions.  This first of all surprised my that I ask or did so much.  Most of the time we often think of teaching as just standing there and lecturing, not getting the student involved.  however, that wasn’t the most surprising stat.  What really got me going was that even though I may have done more talk moves then asked questions the majority of these actions were related to a big idea.  I wasn’t just trying to get the kids to talk about the subject, I wanted them to articulate a big idea of point in mathematics.

So I ask you to think about your practise.  What types of questions are you asking?  What are you doing to make your students talk?  What is the majority of your time in a unit spent on?  Just some things to reflect on.

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Give kids an inch and they go the mile! Inspiration is the inch!

I have had the privilege of having some amazing classes in my career as a teacher and some very challenging ones as well, but one thing that they both have in common is when given the chance to excel they always do.  One of my favourite units in grade Four is Medieval Times. It’s a great era of time that draws in all kinds of interests. Unfortunately, I cannot cover all of the cool facts and interesting things of the era. To solve this, I challenge my students to a “rise to power.”

For this challenge, they are to do a presentation about something they have researched, made, drew, or created about the medieval times. It allows the students to go off and explore topics that are not covered due to time.  The kids absolutely love it. When given the chance to learn and when that learning is appreciated kids excel and go above and beyond.  Yes there may be parent help but shouldn’t that be encouraged sometimes. All I know is that when given the chance to excel and show their learning, in an environment that students feel appreciated and engaged, they will rise to the occasion no matter the type of student we have.

Here are a few of the projects:

This is a medical shield project inspired by a students idea on coarse of arms. Students loved it so much they did a whole class project.

This I is a manor house. Not all correct in the representation but learning non-the-less.

Inquiry doesn’t promote fact growth, or does it?

I was out with a friend of mine last night when we got into a heated debate about inquiry based learning. I was fine with his opinion until he got to the part that inquiry learning does not promote facts. His argument was that teachers spend too much time letting the kids explore that they forget about the actual computation that is needed for them to do the math.

My argument, was that though I can’t speak for ever teacher who teaches inquiry, only myself and those that I have seen, it does. Not to be frank with my argument but it does. As a teacher it is my job to make sure that my kids are learning mathematics. This means that they aren’t just figuring out amazing ways of solving the problem but are actually talking about the mathematics.  Facts are amazing but without a context they are just facts, meaningless and useless facts.   In an inquiry based learning environment students do learn their facts, maybe not as quickly as if I used flash cards and mad minutes but they don’t forget them once they have learned them.  In addition, my students also learn them in engaging ways, through games and contextual problems.

But this is only my opinion, would love to hear what you all think?

Celebrating Mistakes

I would be the first to admit that I am not the greatest writer.  In fact, I detest writing.  It was and still is something that I struggle with; however, that is okay.  Knowing this and making mistakes makes me human and students need to see this.

Often we as educators think that we are suppose to be perfect, know all person.  We are the ones that students turn too as models and we must be perfect.  This is wrong; at least in my opinion!  Our students need to see us struggle.  They need to see us problem solve and work through our own problems.  Our students need to understand that mistakes are okay, that they are places for learning; if we don’t make mistakes then how do we show them this.  If we truly believe that the process is better than the final outcome then by making mistakes and owning them, we honour that process.  So make a mistake and see what learning happens.