Twitter chats are a great way to connect with other people about a certain topic, by tweeting to the same hashtag. We’ve been using the #1to1ipadchat, #ipaded, and #mathchat twitter chats to hear from teachers about their experiences, values, and needs from education technology. If you haven’t already heard, there’s a great team moderating the #1to1ipadchat, @Glynn_ed (Dena Glynn), @techgirljenny (Jenny Grabiec) and @mrbadura (Craig Badura). We were thrilled to guest moderate and discuss with educators how they foster productive failure and deeper learning in math. Below are some questions we posted and a summary of the responses we got.
Participants said that they try to get their students to focus more on the problem solving process, not just the algorithm. They have created organizers and checklists for multi-step problem solving and encourage students working in pairs to create recordings. The latter enables students to engage in dialogue and partner talk.
Here are some of our favorite tweets:
Giving Ss time in math and focusing on the process not the algorithm. Lots of discussion and partner talk/video creation #1to1ipadchat
We created a multi step problem solving organizer and checklist which helps. Also building a bank of key words for operations #1to1ipadchat
Ss dialogue/ plan to produce video/screencast show their thinking. Wkng in pairs to create rcrding forces dialogue #1to1ipadchat
Participants said that they have used the Math Congress method to encourage students to explain their work, and give feedback to other students. Showcasing student work to families can also empower students, and involve families in student progress. Participants agreed that higher-level thinking cannot be learned by only one method.
We also hold a "math congress" where students explain, showcase, and provide feedback on each others work #1to1ipadchat
A2) I think utilizing questions that engage higher level thinking and can't be completed in one way or at one sitting. #1to1ipadchat
So true! It is all about the learning that takes place during the process. #1to1ipadchat
We uploaded our videos to the school website for families and students to see. #1to1ipadchat
Many participants wrote that they encourage students to provide feedback to peers, or work with peers to solve problems. In these situations, the teacher assumed a role as 'coach,' and facilitated as students took ownership of their learning. Teachers also said that students benefitted from explaining work with a variety of visual tools - manipulative, diagrams, and charts. These visuals can make peer-to-peer dialogue more rich.
Math congress is one way. Set rules and expectations about being positive yet Ss are welcome to show thinking in more than 1 wy #1to1ipadchat
We also "showcase work" and Ss walk around and provide comments/feedback using sticky notes #1to1ipadchat
A3 Students work 2gether on 1or2 problem solving word problems & must use each other to help solve. I'm just a coach. #1to1ipadchat
A3: Ss use visual methods to show argument. Showing algorithms are not enough to demonstrate understanding. Share visuals #1to1ipadchat
While some teachers used existing rubics or created their own, there was a lot of support for student created rubrics. Participants agreed that rubrics created through class discussions can resonate more with students. They also encourage students to ask quality questions.
A4: Guide Ss to create own rubrics. Use Pages w/class discussion to make rubric matter to Ss.Must come from Ss for it to click #1to1ipadchat
A4 As part of flip class, I have Ss ask Q related to video to teacher or peer. Want Ss to ask quality Qs! Opens up discussion #1to1ipadchat
Teachers used a diverse collection of sources for problems. While some participants preferred using content from other sources, many were interesting in creating their own problems or modifying content, thus allowing teachers to choose problems that better resonate with their students.
A5 I prefer 2 use my own. I'm a modifier by profession, I see what's out there& adapt for my learners 2 challenge & inquire. #1to1ipadchat
I prefer to create my own problem solving tasks which involve my name, Ss, families, principal, etc. Make math FUN #1to1ipadchat
Participants said that they would encourage students to learn from each other through modelling, reinforcing understanding, and seeing multiple ways to solve a problem. They mentioned that CueThink could help students take more ownership of their learning, and seek help from other peers.
It was informative to hear how teachers would use CueThink with students. We look forward to working with these and other innovative teachers in helping students improve their problem solving process and engage in meaningful mathematical dialogue with their peers.
Which of these are your favorite tweets? What questions would you have asked these innovative educators? Let us know in your comments below.