So back in January, I began to think about how best to gather information about what my math students know at any given point.
Yes, there is the Do Now, the graded homework assignment, quiz, and test, but I’ve been trying to pay better attention to what is happening in real-time. In doing so, I’ve found myself embracing the unintended “Plan B” more readily. Listening to students puzzle through problems and question ideas is very informative but not necessarily always thought of as formative assessment. I’ve been better about ditching a plan because it didn’t reflect the real-time thinking or understanding in the room. I’ve found myself improvising with more relevant problems and offering feedback “on the fly” which has helped students move in the right direction. In an effort to orchestrate better discussions, talking less is also a goal. I have found a new love for answering questions with questions and for allowing questions to just linger which is hard because it’s not my initial impulse.
Students recently completed a couple of assignments using an app called Recap. They basically videotape themselves answering a problem or summarizing an idea from class. It’s great to be able to listen to their thinking and use of math language especially because the app allows me to offer comments as the video plays. Some students have voiced their appreciation for the immediate feedback.
Many of us use the “turn and talk” move during large discussions. I’m definitely not convinced I employ this correctly because yesterday when I asked a student to share what was discussed, I got a sketchy response. Listening can be hard.
Michelle, thanks for posting this update and capturing some new thinking about your self-study work. I think that you are onto something really important here, which is the role of teacher as listener. I think it is in this role that the teacher really becomes a learner alongside her students. I think that this also relates to your thoughts about “Plan B.” When we are really listening and therefore better able to learn about our students’ needs, our teaching by necessity becomes responsive to these needs. So I’d suggest that it is less turning to “Plan B,” than arriving at what the student needs.