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* *Reflection: Shared Expectations
Review and Extensions - Section 1: Entry Event: Critical Friends 2.0

Today I conferenced with only two students who did not complete the homework assignment. One was absent on the previous day, and another student simply did not finish the task. This particular student always has a hard time finishing his work outside of class. Because I only had two students, I asked the student who did not complete the homework to explain the requirements to the student who was absent. I sat back and observed the process. The student who did not get his homework done was able to fully explain the assignment, and even used the same phrases that I used in class on the previous day. At the end of his explanation, I told him that I was impressed by how well he listened yesterday and that he clearly knew what he had to do in the homework assignment. Before I could even begin to ask why he had not completed it, he assured me that he would get it to me by the end of the day.

Sure enough, he dropped it off before he headed to lunch.

I think that having the unmotivated student explain the assignment went a long way to helping him realize that it was not really that difficult to complete. I might try this practice again in the future! It may not work with every kid, but finding creative ways to get though to struggling students is a focal point of my teaching practice.

For the remainder of the class, the critical friends process went really well. Although I did not get to rotate the room and listen to their conversations (because I was engaged in conversation with the two students previously mentioned) I was able to gather feedback from the "Critical Friends over Critical Friends" portion of the lesson.

A few things the students liked:

1) Having a voice

2) Hearing compliments from eachother

3) Hearing ways to improve

4) Small groups = less embarrassment and more chance to talk

A few things the students wondered:

1) Can we do this before the end of a final product, so that we can make it as good as possible?

2) Can we have someone record thoughts for us, so that we can focus on listening.

I really appreciated hearing the things that the students "wondered" - - although there were others that we put on the board, the two that I mentioned are the most notable. I do plan to allow for #1 to happen in the future, and I LOVE the idea of #2. Often times we get so caught up in writing down ideas and feedback that we fail to really listen to what the other person is saying. In this case, the students not only raised a valid "I wonder", but they also provided a possible improvement to the critical friends protocol. Impressive!

*Critical Friends Implementation*

*Shared Expectations: Critical Friends Implementation*

# Review and Extensions

Lesson 14 of 21

## Objective: Students will review statistical concepts previously applied and extend these concepts to new applications.

As the students enter the classroom, I greet them and ask for their revised meaningful paragraph assignment from last night. Prior to class, I have established homogeneous groups for this entry activity. Once everyone has arrived, I quickly tell the students where I want them to go with their group. I like to keep my groups smaller than 5 so that everyone has to contribute, and there is no one sitting on the sideline! After collecting the paragraphs, I quickly sort through those which are incomplete and meet with these students while the other class begins critical friends. Typically speaking, there is usually only one or two who did not finish the assignment. I do not embarrass these students, but I do pull them from their groups to meet with me. I do this so that I can find out if there was a reason that the student did not get his or her homework done, and to make it known to the rest of the class that you better get your work done (especially a small assignment like this one) or else you will have to do critical friends with the teacher!

I do not always make time to run **critical friends** a second time in an activity. However, since it is our first time using the protocol in the class (and we will use it multiple times throughout the year) I decided to run it a second time. This serves multiple purposes:

- Builds a classroom culture centered on learning
- MP3: Construct viable arguments and critique the reasoning of others

- Practices an important protocol in our learning environment
- Allows the students to get to know each other in a small group setting
- Sharpens the students meaningful paragraph skills and reviews the content previously taught

After allowing 12-15 minutes for critical friends, I run critical friends over our critical friends process. Confusing? :)

Let me explain…

Running critical friends OVER critical friends allows the students to talk about things that they like about the process and specific instances of growth that they experienced because of it. They can also offer up things that they would like to see done to make the process better. Want to create a strong culture in your classroom and model to the students what you expect from them? Try allowing them to share success stories and take their suggestions to heart! Even if you think that their ideas will collapse, show them that you are willing to try for the betterment of the team – not say “ahh, that won’t work” and do it your own way. Again, you don’t have to do this every time, but it sure goes a long way at the start of the year when you are looking to build relationships with the class and set the tone for the learning environment! It’s not mathematical modeling – its ROLE modeling.

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Following the students handing in their final versions of their meaningful paragraph, I circulate the review and extensions worksheet. I tell the students to focus primarily on #1-10, and that the entire worksheet is not due tomorrow. I allow the students to work collaboratively, as long as it is in a professional manner. As the students work, I rotate the classroom and offer support. I keep a list with me of all of the concepts/questions that the students are struggling with. This leads nicely to the concluding phase of the lesson.

I have selected the *review* problems based on my forecast on what I think the students will struggle with. Because statistics standards were not formerly included in my Indiana Academic Standards, but the Common Core includes them, I will need to revisit this over the next several years to make sure that I am meeting my students needs.

I have selected the *extension *questions to take concepts to a new level that we previously did not go into as much depth on. A good mix of review and extension helps keep the lesson moving forward if I misgauge the needs to my students.

#### Resources

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To wrap up class, I ask for the students’ attention and make a list of the most pressing issues that came up during the work time. After we create the list, I ask the students if they have any additions or modifications to what is on the board. Based on the list, I individually tailor a start-of-class optional workshop to meet these needs on the flowing day (this may vary class by class). The students are expected to continue with the worksheet and finish as much as #1-10 as they are able; bringing specific follow up questions to the workshop tomorrow.

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- UNIT 1: Culture Building Unit - Welcome to the New Year!
- UNIT 2: Exponential and Logarithmic Functions
- UNIT 3: Sequences and Series
- UNIT 4: Statistics: Something for Everyone
- UNIT 5: Review Lessons
- UNIT 6: Writing Prompts in Mathematics
- UNIT 7: Trig Tidbits
- UNIT 8: Functions, Problem Solving, and 21st Century Skills
- UNIT 9: Polynomials and Problem Solving
- UNIT 10: Probability
- UNIT 11: Imagine This! Imaginary and Complex Numbers
- UNIT 12: Let's Explore Radicals!

- LESSON 1: Statistics - Opening Activities and Discussion
- LESSON 2: Role Play PLUS Flaws and Fallacies in Statistical Thinking
- LESSON 3: Flaws and Fallacies (cont.) AND Types of Data
- LESSON 4: Stepping into Box Plots
- LESSON 5: An Introduction to Histograms
- LESSON 6: Using Excel to Create a Histogram
- LESSON 7: A-Mazing Inferential and Descriptive Statistics!
- LESSON 8: What does the Bell Curve SOUND like?
- LESSON 9: The HOW and WHY Behind Standard Deviation
- LESSON 10: A Second Dose of Standard Deviation
- LESSON 11: Straight Walkin' With Statistics - Day #1
- LESSON 12: Straight Walkin' With Statistics - Day #2
- LESSON 13: Straight Walkin' With Statistics - Day #3
- LESSON 14: Review and Extensions
- LESSON 15: Student Motivated Workshop
- LESSON 16: Let's Help the 6th Graders!
- LESSON 17: Let’s Help the 6th Graders: Problem Work Time
- LESSON 18: Let’s Help the 6th Graders: Final Day
- LESSON 19: Let's Help the 6th Graders: Debrief
- LESSON 20: Teaching Numbers and Excel
- LESSON 21: Muddying the Waters: Formative Assessment Lesson