Who knew that there was another place to share my thoughts and edit them as needed they became a lot clearer? I think its called ‘my drafts’.
The empty blog which seems to sit untouched except ‘in the magic space – my draft’, I can take my time to reflect, to think, to ponder and then to write some more. The task required us to reflect on the opportunities you afford to your learners to communicate their thinking and ideas (in the context of Mathematics) so what does this look like?
I think in most instances, I allow a lot of this to happen organically and this has developed over the many years of teaching, mentoring, collaboratively and also as a learner. As a learner, how would I process my thinking without reflecting, without understanding what was being taught and without having the opportunity to ask questions and to validate my thinking with my analogy or my interpretation of what is being talked about or taught? It would cause me confusion if I am not corrected, and it would cause me angst if I was not able to verbalise my thinking or the opportunity to validate my thinking. So, what opportunities would I afford my learners to communicate their thinking and ideas?
Ideally, affording our ākonga to articulate their thinking and ideas would be grown through what they do throughout all their learning. In the beginning, there were habits that needed to be unlearned, and new habits that needed to be enhanced. Talking frames helped at first, as well as open ended questions students could be given to build their ideas and to help direct their kōrero. So, making sure we engaged students in helping to create a context of Math problems helped with examples that were given a Māori and Pacific context, eg. Marae or art pieces like the Tivaevae patterns is one of the ways I try to give them time to make learning relevant for them.
How do they process their thinking or how are they given opportunities to communicate their thinking and their ideas? These are some ways:
We use the Talanoa /Manaaki Fono process (adopted from my experiences with Academy Ex). This is where we share any ideas in a safe space like our ako groups where they are encouraged to explain their problem-solving processes and strategies, and then the speaker shares in our waka group.
The use of collaborative learning strategies is encouraged more to emphasise that Maths and learning in general is a means to collaborate in order to achieve a common goal.
Modelling my own problem-solving process by speaking (think aloud) shows students how to articulate their thought processes as they work through problems. This strategy I can encourage when students are solving problems independently or in groups. Recording an audio record of their thought process.
Having students articulate through pictures, numbers or by writing their strategies (recording) in a group modelling books or into their individual math books where they regularly write about their problem-solving strategies, thought processes, and reflections on their learning has helped. This practice helps them organise their thinking and provides a record of their progress.
Facilitate regular waka or classroom discussions where students share their strategies and solutions. Use open-ended questions to prompt discussion and encourage students to explain their reasoning. Promote a culture of respectful listening and constructive feedback (Ground Rules for Talk)
Asking students to share their strategies with their peers and then blogs. This allows me to give our ākonga timely feedback and reflections. This would encourage them to reflect on their own and their peers’ explanations to identify areas for improvement and growth.
Students who are comfortable to do so will sometimes record themselves digitally showing how they solved the problem, this however is not consistent but is being developed.
I don’t know if there is a right way or a wrong way, but I am developing ways in which to encourage think aloud time and to give our students enough time to process their thinking with confidence and in a safe space.
I think though knowing my students and their quirks, that this is all I should introduce them too as we have been developing this all year round for all of our subjects. These students are not used to being asked their opinions, and they’re definitely not asked to communicate their thinking process or ideas because in their homes, some of our students are brought up to be seen, not heard! Cultural responsiveness needs to be considered but is not seen as only by ethnicity, but also by community norms or what society has deemed appropriate.
With the collaborative groups I’ve formed, surely we will be able to complete what needs to be done well for the purpose of educating and fulfilment.