Reflection: Student Ownership Virtually Scattered - Section 2: Activity 1: Exploring


One of the things that I struggle with as a teacher is my fear of "letting go of control" in the classroom. For example, I recall once feeling guilty when I asked students to work together on a task and one student said to me, "I understand now, Christina explained it to me." It didn't feel right, at first, but I eventually realized it was wrong to feel this way. Learning from others is good mathematical practice. I now regularly think about what I want students to learn from each other, what I believe I need to introduce myself. 

The more that I promote student ownership of knowledge and sharing as an effective learning opportunity, the more I realize that...
  • Students take advice better from peers than from us
  • Students are often more capable of helping their peers to make a connection than I could ever be because they share more experiences together
So, I regularly encourage peer-to-peer collaboration. When students are working together I am actively listening and observing. I have learned to take advantage of students' explanations. I bring them to the attention of the whole class. I incorporate them into my lesson planning.
I am not afraid to ask students how they helped one another. I am no longer surprised when I learn new things about teaching from my students. 

  Students helping others
  Student Ownership: Students helping others
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Virtually Scattered

Unit 11: Bivariate Data
Lesson 1 of 8

Objective: SWBAT represent bivariate data using a scatter plot and determine a line of best fit that models the data.

Big Idea: Using virtual manipulatives makes investigating correlation and best fit lines both more interesting and more fun.

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8 teachers like this lesson
Math, Statistics, bivariate data, scatter plots, correlation, best fit lines, virtual manipulative, outlier
  55 minutes
scatter plot
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