Reflection: Student Ownership Open Response Practice - Section 4: Guided Practice

 

While walking around and checking in with the students as they worked, I went from group to group listening to the students' discussions and joining in at times.  The following conversation provides an example of how students' discourse about metacognition can provide scaffolds for their peers.

M: Ohhh, I read that wrong, that is what I always do.

T: When I read a problem, I always read it once.  Then I think about what the problem is asking me and I read it again to see if it says what I thought it said.  Then, I solve the problem and read the question one more time to make sure.  So I usually read it three times.

M: I usually read it just once.  That is a good idea.

This small part of the conversation really shows how students can learn from one another when they talk about their thought process.  This student has been frustrated with her consistent misreading of a problem.  Rather than being told by the teacher to read and reread, she is learning from a peer (T) who she admires. 

I am looking forward to seeing how this student approaches the next open response question she is presented with.  Next time, before they start working, I will ask T to remind M to read it three times.

  Collaboration provides metacognitive scaffolding for students
  Student Ownership: Collaboration provides metacognitive scaffolding for students
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Open Response Practice

Unit 3: Adding and Subtracting Mixed Numbers
Lesson 11 of 11

Objective: SWBAT explain their thinking and reasoning in writing about how to solve problems related to addition and subtraction of mixed numbers.

Big Idea: Writing about math provides students with an opportunity to communicate everything they know about solving problems.

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Standards:
Subject(s):
Math, Number Sense and Operations, Fractions, Writing in Math, mixed numbers
  55 minutes
screen shot 2014 03 28 at 10 00 36 am
 
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