Introducing CueThink Using a Math Workshop Session 6: Your Next Steps

Session 5 teaches the importance of students checking their work and what appropriate, effective written feedback looks like.

The Session 6: Your Next Steps objective is to integrate CueThink on a regular basis into your independent station rotations and Guided Math groups for the rest of the year. Watch your students’ problem solving skills and math communication blossom over the course of the year with consistent practice.

Use CueThink in one or more independent stations, where students visit the station 3-4 times a cycle, depending on the length of your station rotations. In one independent station, students focus on thinklet creation either individually, or in pairs. It may take students two visits to this station to complete their thinklets. In a second independent station, students view and annotate peers’ thinklets in pairs or small groups to purposely promote student discourse around problem solving. In a second visit to this station, students view the annotations they received and make revisions to promote a growth mindset.

Use other independent stations that complement CueThink, such as another technology station that focuses on skills practice, an independent workstation that provides students with differentiated work, and a math games station that coincides with the current unit of study’s content and skills, or spirals to review past units and prerequisite skills of upcoming units of study. Read Strategies and Activities for Independent Learning (SAIL) by The Meadows Center for classroom management tips and student-led learning centers and stations ideas for K-2 students.

Use CueThink as a tool during Guided Math lessons, to help facilitate mini-lessons on specific areas students need improvement in with the four phases of problem solving and making annotations. Create different levels of problems to better differentiate your instruction during Guided Math groups.

View a Math Workshop follow-up blog on how to use CueThink to connect your Guided Math lessons with independent station practice using a goal driven cyclic process. Empower students to take an active role in their learning!

 

References

"Strategies and Activities for Independent Learning (SAIL)." University of Texas System/Texas Education Agency(2010): n. pag. 2010.  Web. 29 Aug. 2016.
Whirledge, Rebekah. "Digital Citizenship | Oregon Davis." Oregon Davis. N.p., 1 Sept. 2016. Web. 10 Oct. 2016.

Introducing CueThink Using a Math Workshop Session 5: The Review Phase, Viewing and Annotating Thinklets

Session 4 familiarized students with the tools available in the Solve Phase and how to make a recording.

The Session 5: Review Phase, Viewing and Annotating Thinklets objective is for students to understand the importance of checking their work and what appropriate, effective written feedback looks like. Students complete the Review Phase of a thinklet and view and annotate peers’ thinklets to demonstrate their understanding.

Begin the whole class mini-lesson by projecting the Review Phase checklists and posing the question, “Why is it important to review our work in these ways?” Guide students to understand that their thinklets will be viewable in the class Gallery, so that they can learn from each other by watching and discussing their work. Model a think aloud using an exemplar thinklet that makes sense, but does not include units. Watch the whole thinklet and explain how you check for the big picture and evaluate the recording using the second Review Checklist titled “Check Your Recording.” For a second time, watch the thinklet and identify which questions from the first checklist clearly have been answered. A third time, watch the thinklet and thinking aloud about what questions were not answered and how to revise the thinklet to answer those questions.

Lead into a class discussion on digital citizenship and what kind, specific and helpful feedback should look and sound like in the form of written annotations. If relevant, relate the annotations process to students’ experiences with social media. Have students share positive and negative experiences and how the experience made them feel.  What kind of feedback would they like to see from their peers to promote a positive classroom culture and help them get better at math?

Categorize annotations as two types. Compliments or “Stars” are kind and specific. Improvements or “Steps” are kind, specific and help peers revise their work. Watch a thinklet from the Gallery together and model with a think-aloud the process of writing an annotation.  Elicit other examples from students by providing sample sentence starters or prompts such as:

“You did a great job… because …”

“I noticed…”

“I wonder…”

“I like… because …”

“Next time, try to… because …”

Post these sentence starters or provide students with their own copies to reference during their independent work time.

During independent station rotations and Guided Math Groups, students focus on completing the Review Phase of their independent problem and then viewing and annotating 2-3 thinklets.

In the 5-minute closing of Math Workshop, have students share examples of how the Review checklists prompted them to revise their thinklet before submitting to the class gallery. Have students share some of the annotations they made, highlighting examples of kind, specific and helpful feedback.

Next: Session 6 details how to integrate CueThink into your independent station rotations and Guided Math groups for the rest of the year.

Introducing CueThink Using a Math Workshop Session 4: The Solve Phase

Session 3 looked at the purpose and process of writing the steps to solve the problem in the Plan Phase’s Write Your Plan box.

The Session 4: Solve Phase objective is to familiarize students with the tools available in the Solve Phase and how to make a recording. Students complete the Solve Phase of a thinklet to show and explain how to solve the problem and check their work.

Begin the whole class mini-lesson by familiarizing students with the tools and recording process in the Solve Phase using a Do Now activity. Project or hand out a CueThink Icon sheet for students to refer to. Assign students to work in pairs to complete a Do Now Exploration Activity in the Solve Phase.

CueThink Icon Sheet.png

Debrief as a class, addressing any student questions necessary. Close the mini-lesson with the following reminders:

  • Spread out your work on multiple pages of the whiteboard

  • Write out your solution before pressing record to create an efficient 1 - 2 minute recording

  • Use the Highlighter as you are explaining to indicate what part of your work you are talking about

As students become more familiar with the tools in the Solve Phase, they can move towards a think-aloud recording where they are creating their solutions and explaining their work at the same time.

During independent station rotations and Guided Math Groups, students focus on completing the Solve Phase of their independent problem.

In the 5-minute closing of Math Workshop, have 1-2 students play their thinklet recording in the Review Phase for the class. Ask the audience to comment on which tools the presenter used successfully and how those tools clarified the steps to solving the problem.

Next: Session 5 teaches the importance of students checking their work and what appropriate, effective written feedback looks like.

Introducing CueThink Using a Math Workshop Session 3: The Plan Phase’s Writing

Session 2 introduced students to the strategies list in the Plan Phase and they created reference posters for each strategy.

The Session 3: Plan Phase’s Writing objective is for students to understand that the purpose of the Write Your Plan box is to explain in writing their steps to solve the problem.  

Begin the whole class mini-lesson displaying two versions of an exemplar written plan you create. One version shows the written plan in a paragraph style. The second version is organized with sequencing words such as First, Second, Next, Last. Pair students and ask them notice and wonder about your exemplar. As a class, sort ideas into when you will Always, Sometimes or Never see in a written plan. Before students begin independent station rotations, review the class strategies poster created in Session 2 and remind students to reference it as they complete the Plan Phase of their thinklet from Session 1.

PLAN 2.png

During independent station rotations and Guided Math Groups, students focus on completing the Plan phase of their independent problem.

In the 5-minute closing of Math Workshop, have 2-3 students share out their example Plan phase, highlighting exemplars of student work.

Next: Session 4 familiarizes students with the tools available in the Solve Phase and how to make a recording.

Introducing CueThink Using a Math Workshop Session 2: The Plan Phase Strategies

Session 1 introduced students to noticing, wondering and estimating in the Understand phase and what an exemplar Thinklet will look like.

The Session 2: Plan Phase Strategies objective is to build a common class understanding of what each strategy on the list looks like and when they might apply that strategy. Students will create a class strategies poster to reference throughout the year.

🕒 Adjust the length of time for the mini-lesson and/or independent station rotations for students to share out their posters at the closing of Math Workshop.

Begin the whole class mini-lesson by displaying the CueThink Plan Phase Strategies sheet. Tell students their task during independent station rotations is to decide which one of the two problems, Charlie’s Gumball or Even Or Odd Ice Cream, can be used to illustrate an example of each strategy from the pre-populated list. They are to pick only one problem to create their illustrations, which will be used to create a class strategies poster for reference throughout the year. Preview the two problems to make sure students will be able to work independently during station rotations. Assign student pairs one strategy from the list and partner students based on their Math Workshop rotations so they can work together during station rotations.

Combinations.png

During independent station rotations and Guided Math Groups, student pairs work together to complete their poster. Circulate as students are working on their posters, or spend the last 10 minutes reviewing student posters before the closing of Math Workshop.

In the 10-minute closing of Math Workshop, invite students to share out their Plan Strategy posters. Ask students what they noticed and wondered about the two problems and their assigned strategy.

Next: Session 3 will look at the purpose and process of writing the steps to solve the problem in the Plan Phase’s Write Your Plan box.

 

References

Kyle, Arnold. "Making an Organized List." ShowMe. N.p., 2012. Web. 10 Oct. 2016.