Start, Result, Change: StudentsusingSRC.jpg

 
 
 
20150130_121223.jpg
Students In Action
 
 
This picture is demonstrates how students walk through the parts of the Start, Change, Result template during an investigation using materials that they have selected. Once they have gone through the parts of the problem, they can determine what piece of information is missing (Start, change or result).
  • StudentsusingSRC.jpg
Students In Action
 
 
This picture is demonstrates how students walk through the parts of the Start, Change, Result template during an investigation using materials that they have selected. Once they have gone through the parts of the problem, they can determine what piece of information is missing (Start, change or result).
 
Collaborative Student Groups

Start, Result, Change

Start, Result, Change is a strategy students use during math investigations to help them process what is hapenning in word problems. Using the parts or information students identify as being present, this strategy is a scaffold which enables students to process and consider what our next steps to solving a problem will be. Do we need to find the start, change, or the result?  

Strategy Resources (3)
Student Handout
 
 
We use the triangle shaped processing template (on paper) to consider what we know and want to know about problems. This strategy provides context in a new way. We consider the start (vertice labeled on bottom left of triangle). We then consider what information the problem has presented and is not always the same (was there anything that changed at the peak vertice of the triangle), and the outcome or result is the last vertice on the right.
Students In Action
 
 
This picture is demonstrates how students walk through the parts of the Start, Change, Result template during an investigation using materials that they have selected. Once they have gone through the parts of the problem, they can determine what piece of information is missing (Start, change or result).
Student Handout
 
 
We use the triangle shaped processing template (on paper) to consider what we know and want to know about problems. This strategy provides context in a new way. We consider the start (vertice labeled on bottom left of triangle). We then consider what information the problem has presented and is not always the same (was there anything that changed at the peak vertice of the triangle), and the outcome or result is the last vertice on the right.
Students In Action
 
 
This picture is demonstrates how students walk through the parts of the Start, Change, Result template during an investigation using materials that they have selected. Once they have gone through the parts of the problem, they can determine what piece of information is missing (Start, change or result).
Freddy Esparza
Aspire Titan Academy
Los Angeles, CA


 

About this strategy

Prep Time:
Moderate
Subject:
Math
Grade:
Third grade
Similar Strategies
Feedback Systems
Teamwork Self-Assessment Rubric

At the conclusion of our team sessions my students self-assess, give feedback/compliments to one another, and agree or share out their disagreements with one another. Our two areas of focus right now are collaboration and accountability. My students score themselves on a scale from 1-4 on these habits and then track their progress daily/weekly in order to consider their next steps or provide feedback to one another. Perhaps most importantly, the sentence stems within the rubric help my students develop a repertoire of conversational skills they will need in the 21st century and beyond.  

 
Routines and Procedures
Focusing Call and Response

I use "call and response" strategies for a variety of purposes in my blended classroom, most of which involve getting my students' attention and reinforcing core concepts of the day's lesson or our school's mission. I use the Focusing Call and Response strategy, which consists of using more than one call and response chant, whenever I need to signal a major change in the mode of instruction or any other time I need to get my students' attention quickly and respectfully. The strategy engages my students and helps them work together to achieve 100% compliance with any instructions I may give. This strategy is especially important because there are so many transitions in my school's blended learning model. 

 
Assessment & Data
"Making Our Brains Grow Bigger"

The "Making Our Brains Grow Bigger" Rubric is a kid-friendly rubric that supports and aids students in self-monitoring how quicky and efficiently they are working in their learning modality. Students use this rubric as a guide for what behaviors are expected during their blended rotation and also use it to self-rate themselves. "Superhero Brains" are celebrated in the class and can act as "peer supports" on the computer. 

 
 
Something went wrong. See details for more info
Nothing to upload
details
close