This format also allows for guided, shared and independent groupings which allow for differentiation in your instruction.
The Three Part Lesson includes:
Minds On
- Teacher reinforces a specific key concept to either a small group or whole class;
- Teacher uses this time to ensure students understand the problem or activity they will be working on during part 2;
- Specified time frame;
- Students are placed into groups.
- Creating a Learning Goal and Success Criteria for the task that follows;
- a “math game” if you were starting a new unit, such as addition. You could play a game of SKUNK with the class to remind students of how to add and calculate sums;
- You could pose a question to prompt class discussion for a new unit which works to activate the students schema;
- You could show an image or a video and ask what type of math is being modelled.
This is an example of a Minds On activity that I created for use within my own classroom:
Action
- Students actively engaged in a task set by the teacher;
- Student led learning;
- Students working in shared groups, guided groups and independently;
- Teacher circulating around the room providing guidance when needed;
- Teacher taking anecdotal notes/making observations;
- Students develop independence and confidence as they have to make a plan and execute it (i.e. gather materials, decide on a plan of action; assign jobs to be successful in their problem solving groups);
- Students learn to persevere;
- Student inquiry;
- Open-ended assessments;
- Use of manipulative's, chart paper, markers, laptops, Ipads, Smart Board, etc…
- Specified time frame.
- Students break off into homogeneous or heterogeneous groups and begin to solve the problem posed.
- Each student has a specified role to help the problem solving process flow – reader, gofer, recorder, calculator, presenter.
- Students share ideas when the task is done;
- Solidify their understandings;
- Teacher facilitated;
- Students encouraged to share strategies;
- Teacher questions and probes to provide clarity;
- Allows students to articulate their thinking;
- Students providing feedback to their peers;
- opportunities for Bansho - "a visual display of all student solutions, organized from least to most mathematically rich. This is a process of assessment for learning and lets students and teachers see the full range of mathematical thinking used to solve the problem. Students have the opportunity to see and hear many approaches, and they are able to consider strategies that connect with the next step in their conceptual understanding of the mathematics". (Source: Professionally Speaking);
- opportunities for Gallery Walk - "an interactive discussion technique that gets students out of their chairs and into a mode of focused and active engagement with other students’ mathematical ideas". (Fosnot & Dolk, 2002);
- opportunities for Math Congress - "focuses whole-class discussion on two or three, strategically selected, student solutions in order to develop every student’s mathematical learning".http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_Communication_Mathematics.pdf
- Math Journals;
- Helping students make connections between math and the world.
- Groups come to a general meeting place (i.e. carpet) and share their completed task;
- Teacher demonstrates a level 4 response and then each group comes to the front for “share the wealth”.
- Provide “glows” and “grows” feedback for each group;
- Math Journal response based on that days lessons/activities where students have the opportunity to show what they know and utilize their growing math vocabulary.
This is an example of a Grade 4 Math unit on Patterning & Algebra that I created for my classroom (first few lessons in this unit are highlighted in the Google presentation below)
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