day 5: students identify needs and norms for constructive partner and group work

day 5: students identify needs and norms for constructive partner and group work

Explaining Thinking: At the beginning of the year in Patty Ferrant’s classroom, she requires that her students take turns listening attentively to each other. She has marked student desks with red and yellow colored stickers so that she can indicate which partner shares first.

She explains explicit behaviors she’s looking for in her students’ partner work (e.g., turn toward each other), and asks her students to identify ideas for helping groups be successful when they work together.

CONSIDER:
How can older learners draw on prior experiences with group work to inform their goals for partner collaboration?

These videos are discussed in the Inside Mathematics guide "Making Sense of One’s Own and Others’ Learning, Patty Ferrant, 8th Grade," one of 10 practice-focused guides on building classroom climates for mathematical learning.

The videos document key mathematical practices observed in teacher Patty Ferrant's 8th-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 "making sense of one’s own and others’ learning."

more videos for:

making sense of one’s own and others’ learning

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Day 2: Modeling and engaging students in sense-making [Understanding and Reading Problems]

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Day 2: Making sense in partner talk [Understanding and Reading Problems]

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Day 5: Partner share for describing and justifying strategies [Finding Evidence, Justifying Strategies]

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Day 19: Defending and proving effective strategies [Finding Evidence, Justifying Strategies]