Sharing vs. Grouping Engagement Lesson 2
Lesson 8 of 13
Objective: Students will be able to defend their understanding of sharing and grouping in division using a multimedia application
For the beginning of today's lesson, I am reviewing how to operate the ShowMe app and what the task of the day is. To begin, we go over a checklist of items on the iPads to make sure everyone is up and ready.
If you choose to do this on your own, remember, giving the children the lesson of problem solving their technology issues is a big time saver and a learning opportunity for them.
So, we check:
- The sound on the iPad and the microphone button for the ShowMe in the settings
- The camera roll for space
- Logging into ShowMe under the teacher's account so everything it saved in one space.
Now the technology is ready to go and left on their desks while I begin the mini lesson at the community area.
I chose to use some of the ShowMe products from the previous day's work as a springboard for conversation over the topic of sharing vs. grouping in division. Both of these students claim to have produced a Grouping video. I will show both and put the question to the class, "What do you think?"
This student did a beautiful job writing and showing her thinking. However, this is actually a sharing story, as she needed to find out the equal group size, not the number of groups.
This student wrote a grouping story and doesn't say so in his narrative, but labels it in his title. He works to find his thoughts, but has the correct math.
Both students have something to work on, but both seem to have the beginnings of understanding and will probably only require a quick conference with me to redefine and develop a new product.
After our conversation and review of the difference between sharing and grouping, I send the students off to their prepared iPads to compose at least one video of a grouping or sharing. I let them choose which one they will do and this will ensure I have several of each type to use and share with the class.
As students work, and as long as I don't have to deal with too many tech issues, I confer and listen. As this is a recording application, I don't speak up while they are working. Rather, I confer with them on their scripts, their products that may need revisions due to misconceptions, and on the next steps.
While recording, my students know to signal those around them that they will be recording, so the respect for each other is there. If you have an active class, you may decide to let one or two students go to the hallway at a time to record and then trade off with someone back in the room.
Peer Reviews and Edits
When everyone feels complete, I then ask them to share their videos with their partners. It is important to emphasize that this is a time where they respond to the math, not the creativity or production values.
The goal is to agree with the type of division problem and know the reasons, or to disagree and produce evidence to support the argument. Then the students can revise their product if necessary.
A Different Way to Share
Instead of hooking up the iPad to the screen and showing all 18 videos, I decide to have a touring share today. This way, students can watch several videos and talk with the authors if they choose.
To set it up, I choose 9 students to go to their desks and open their ShowMe videos. Then, the remaining 9 visit in a rotation style format, watching and commenting on the videos using our classroom talking move prompts.
After about 7 minutes, I have the "visitors" turn their ShowMe videos on and the previous presenters view and discuss.
As homework, I have the students logon to our ShowMe page and view, with their parents, any 3 videos from our work. The parents love to see what is being done in the room, enjoy having their children explain their understanding of a concept, and like having a chance to celebrate with their student. The students are exposed one more time to communicating and defending their thinking.