Reflection: Trust and Respect Introduction to Subtracting Money - Section 3: Guided Practice

 

I often differentiate my independent practice by separating students into high, medium, and low groups and having students work on tasks that are leveled to their understanding of the material.  However, during the guided practice, I find that learning works well when students are grouped into heterogenous pairs or groups.  This allows students who have a firm understanding of the material the chance to teach a peer who is struggling, which helps them further solidify the concepts in their own mind.  It also allows students who may be struggling to hear a peer coach them instead of a teacher.  

In order for these groupings to be effective, I spend a lot of time at the beginning of the year modeling and discussing what it means to be a peer coach and giving students sentence stems to use when coaching or being coached:

1) I like the way that you _________ but you can make your work stronger by __________

2) This strategy works well for me:____________

3) Let's work together to check our work...

I also work with students to model that coaching does not mean doing the work for their teammate.  Additionally, I try to build the expectation that everyone in the class will have a chance to be a peer coach and that we all have things that we are working on.  Building this expectation allows students to feel comfortable taking feedback from their peers. 

  Heterogenous grouping during guided practice
  Trust and Respect: Heterogenous grouping during guided practice
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Introduction to Subtracting Money

Unit 10: Money
Lesson 8 of 11

Objective: SWBAT subtract money amounts under $1.00

Big Idea: In this lesson, students develop strategies for subtracting money amounts under $1.00

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