# Student Debrief - Part A

## student debrief - part a

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As the learners leave the room, Fran asks them to reflect on the experience they just shared: "What did you learn today? What questions do you still have? What are your wonderings?"

## student debrief - part a

5th & 6th Grade Math – Multiple Representations of Numeric Patterning
Fran Dickinson, San Carlos Charter Learning Center, San Carlos School District, San Carlos, California

Next Up:   Student Debrief - Part B
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STUDENT: So I learned about Learner B's method that at first, you know, he added four for the beginning buttons, and then he added three for the ones that were added every time. And then I also sort of got Learner A's method, like you know, times it all just to get a quicker answer.

STUDENT: Well I think I understand the problem a lot better than I did before, especially when Kelsey and Maddie went up there and showed their thinking about the Learner B's thinking. And I think I'm walking away with a better understanding.

STUDENT: I now understand that another way to think about it is the four buttons in the middle instead of just the one button.

STUDENT: Well, I got a really good idea of what Learner B was thinking and there was a very good clue I found, and it was that there's 34 buttons.

STUDENT: Well, Kylie and I kind of did the same thing as Maddie and Kelsey but we explained it clearer. And I didn't really follow everything they did, and it was kind of confusing.

STUDENT: I now understand that people can make up a problem a lot harder than they needed to make it. And people overestimate the problem and also people don't show enough work that it makes it harder for other people to interpret the problem.

STUDENT: I see how Maddie and Kelsey were thinking about it and I think that that could be right too. But I still think that Morgan, and Eric, and I were like, more right.

STUDENT: I learned about the Learner B method and the A method but I think that B made their method too long.

Capturing reflections as the learners leave is a great way to gauge the pulse of a class. Even though I do a lot of visiting with all of the table groups throughout the lesson, it’s not reasonable to get thoroughly engaged in each learner’s understanding. I’ll often take these reflection cards, read through them quickly, make a note of general trends and then recycle them within minutes of the class ending. Once in awhile you’ll want to revisit someone’s reflection card but for the most part this is a quick assessment of the engagement level of a lesson.

Note: The first learner in the student reflections clip is Adrian, aka Learner A. Notice how he continues to pretend like he isn’t Learner A! We wondered, as a team, how the learners whose work was spotlighted in this activity would feel or engage. In both cases, the learners decided to work on the other learner’s work. I’d also suspect, after debriefing with team members, that these learners gained a great deal more form this experience, being forced to think deeply about their own work.