Patty Ferrant calls attention to the structures and tools in place in her classroom to help support her students’ increased assumption of cognitive responsibility—her anchor charts, the students’ notebooks, the peer collaborative routines in place.
All are developmentally appropriate and rigorous for middle-school-aged learners. By the end of the year, Patty’s students have taken up this sense of agency, authority, and identity as mathematicians; they document their own thinking using technology, work with various partners, and reflect on their own learning— “Where are you right now? What are you getting? What’s confusing you right now? Where are you stuck?”
How do you build your students’ ability to get themselves unstuck?