I expect this week that I will be teaching a math lesson which will be observed by my field mentor.
The standard procedure in my 5th grade math class is:
1. Whole class direct instruction using provided curriculum
2. Small groups are called up one by one to work with the teacher, and the other students work on assigned problems from the book.
3. Those who finish early can use a computer to play online math games or can find a partner and play a paper math game. The first 6 who finish are allowed to work in the shared space outside the classroom.
The same six always finish first. There are students who work hard and sometimes finish early, but never get to go to the shared space. The computers are slow to connect to the network, and aren't reliably charged... etc. There are a lot of reasons why I think this system is inefficient and unfair.
But what do you do with the kids who do finish first? How do you motivate everyone to work hard, and not reward only those who finish first? How do you keep the class humming, but ensure that it doesn't get too loud to disrupt the small groups, and those still doing independent work?
That is my question of the week.
Right now my thoughts are towards finding ways for them to work with other students, pushing the ZPD. Or, pushing them to examine the math concept from multiple perspectives, as we do in math class, and also discussed here.
The standard procedure in my 5th grade math class is:
1. Whole class direct instruction using provided curriculum
2. Small groups are called up one by one to work with the teacher, and the other students work on assigned problems from the book.
3. Those who finish early can use a computer to play online math games or can find a partner and play a paper math game. The first 6 who finish are allowed to work in the shared space outside the classroom.
The same six always finish first. There are students who work hard and sometimes finish early, but never get to go to the shared space. The computers are slow to connect to the network, and aren't reliably charged... etc. There are a lot of reasons why I think this system is inefficient and unfair.
But what do you do with the kids who do finish first? How do you motivate everyone to work hard, and not reward only those who finish first? How do you keep the class humming, but ensure that it doesn't get too loud to disrupt the small groups, and those still doing independent work?
That is my question of the week.
Right now my thoughts are towards finding ways for them to work with other students, pushing the ZPD. Or, pushing them to examine the math concept from multiple perspectives, as we do in math class, and also discussed here.
I wonder if it would be possible to set up a system of math tutors or something. IN the case of those finishing first, they should have a pre-defined buddy who they would check in with as to their math progress. That the first person can't really be done with their work until this other person is too.
ReplyDeleteI know this sounds like kind of a wreck of an idea and I'm not sure it would fit the culture of this classroom, but imagine if helping others was simply part of the class expectation? Sure it might cut back on 'free' choice, but there are ways to build choice back in.
Anyway, just some loose thoughts because I often wonder about this as well.
I know a second grade teacher who adds challenge problems at the end of every assignment. All have the option to do them, but she has privately told some of the students who consistently breeze through their work easily that they HAVE to do them. Her explanation to them is that they have learned more math than some of their peers and have to continue to challenge themselves in order to keep growing. Perhaps adding challenge questions would even out the playing field of who finishes first. The teacher does struggle with the best way to keep those students doing the challenge and not feeling as if they are being punished for their abilities to work quickly and accurately.
ReplyDelete