Problem Solving Investigation
During the Problem Solving Investigation, students are in their teams and are delegating/agreeing on what their next steps and strategies will be during a problem solving investigation. Once they are ready to begin they show the teacher a silent signal, in this case a thumbs-up. They are then dissmissed to begin their investigation using manipulatives and materials they have are given/may select from. During this time each student is given a randomized role based on their drawn number for the session. Then students select strategies to solving the problem and collaborate using the strategies they've selected from our marh strategies card. Once they agree they provide feedback or ask questions in ways to proceed forth/close out the investigation task. The students identify their next steps and are in control of their own learning. I implement this strategy to catalyze stronger teamwork skills and lifelong collaborative abilities.This strategy is developing skill sets students will need in the upper grade levels as well as in college. Basic interpersonal communication and academic language profficiencies can only flourish when ample opportunities are created in the classroom.
This strategy is a small group guided instruction, or in student friendly language, team time with Mr. Esparza. A group of 3-4 students is pulled as other teams are conducting a differentiated math investigation. Students are given a selection of materials to create models and formulate ideas. We work as a collective to identify our misconceptions by asking ourselves questions, explaining why, and checking for understanding. As a scaffold, students use hand signals and our learning goal success rubrics to check themselves for understanding throughout the process.
Students communicate nonverbally through their hands that they agree, disagree, or want to add onto what someone previously said. Just think for a minute the amount of time we as teachers stop for interruptions. This strategy shows us that there are ways to effectively communicate with each other silently.
As a blended school, sometimes there is an overwhelming amount of data. Knowing how to use it and when is critical in making sure that the data is both purposeful and useful. Included is both offline (DRA, RAZ, and Interim Benchmark assessments) and online (iReady) assessments to inform instruction and make groups (guided reading, computer groups, and skills-based groups).