Reflection: Trust and Respect Fixing Flat Patterns - Section 3: Whole class discussion

 

The dynamic for this section must be one of keeping inquiry at the center. The ideas and corrections must come from the students. The role of the teacher is as facilitator and peace keeper. My job is to help students express their ideas without fear of ridicule. It is critical to have a positive culture regarding mistakes as a normal and necessary part of the learning process. When training students to provide critical feedback I like to model on my own purposeful mistakes first. I ask students to find something they can agree on and can be positive about. For example "I agree that parts of the "tabs" need to be cut off, but..." Making sure any critique focuses on the idea or suggestion and not the individual is really important in maintaining a comfortable environment for sharing ideas. Once students become accustomed to the idea of disagreeing with & correcting each other they tend to become less sensitive to the feedback.

 I also like to provide positive feedback whenever a student demonstrates the spirit of collaboration by referring to or crediting another student as Zavier does here.

  Trust and Respect: Normalizing mistakes
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Fixing Flat Patterns

Unit 9: Exploring Surface Area
Lesson 2 of 6

Objective: SWBAT identify, correct, and explain errors in 2 dimensional nets and relate them to surface area.

Big Idea: Students relate the two dimensional net to the three dimensional figure.

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1 teacher likes this lesson
Subject(s):
Math, surface area, Geometry, modeling, small group, flat patterns
  54 minutes
faulty flat patterns warm up
 
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