Sharing and Working Cooperatively: After the first few weeks of school, Mia’s students are able to work as a group on a silent task putting cards in order, communicating nonverbally. She reminds them of the “silent star” norm; when the star is on the board, no one in the room can speak, even the teacher. She invites students to place their cards in the pocket chart in reverse numerical order.
Mia presents this task as a “game.” How does that affect students’ engagement?
These videos are discussed in the Inside Mathematics guide "Supporting the Learning Community, Mia Buljan, 2nd grade," one of 10 practice-focused guides on building classroom climates for mathematical learning.
The videos document key mathematical practices observed in teacher Mia Buljan's 2nd grade classroom over the course of a school year. In the guide (available as a PDF or an iBook download), you can explore extended narratives and questions for reflection around "supporting the learning community."
Day 2: Helping students check in with each other before cleaning up tools or work [Polite Talk and Listening]
Day 2: Setting expectations for accountable and supportive sharing and cooperative work [Sharing and Working Cooperatively]
Day 3: Reviewing behavioral expectations for transitioning between spaces for learning [Polite Talk and Listening]
Day 3: Naming, recognizing, and reinforcing expectations for collaboration and mathematical engagement [Sharing and Working Cooperatively]
Day 110: Pairing students to share and extend each other’s thinking [Sharing and Working Cooperatively]
Day 158: Reinforcing expectations for listening and attending to peers [Supporting the Learning Community]