Ideas in Action: Hand it Over to the Students

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Ideas in Action: Hand it Over to the Students

In this video from Making the Case, math teacher Melanie Smith describes and demonstrates how she structures her lessons so that she can leave the front of the classroom as soon as possible. This approach allows maximum time for students to work together in pairs and groups, increasing the opportunity for argumentation and critique, the goal of Standard 3 of the Common Core Standards for Mathematical Practice.

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On average, what percentage of class time are you in front of the classroom facilitating whole class discussion? What percentage of class time are students engaged in pair or group work? How might you assess whether this is the right mix? Why might it vary?
Ms. Smith’s view is that students don’t gain much from observing the teacher work example problems at the board, instead preferring to have students work directly on the problems together while she circulates among the groups. Do you agree or disagree? If working example problems is part of your practice and has been effective, how can you tie in opportunities for argumentation and critique into that structure?
Who writes notes when you work with student groups? Does it make a difference if they wrote their own notes as opposed to your writing notes on their paper?

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