From the abstract: "This paper examines the challenge of teaching statisti
cal research methods in three master's degree
programs at a private university based in Washington, DC
"
"a simple and fun way for all students to get a chance to move, think, talk, and learn from others. The teacher first has students model: stand back-to-back with a partner, listen to the question and think, turn face-to-face, taking turns speaking and listening, then turning back-to-back"
Dimension: Student Engagement
Impact: 3 Moderate engagement for most students
I think this is a fun way for student to try to learn math problems also. It would be a challenge to try especially with my team members Smart Target Learning Goal: By the end of marking period 1, 70% of students will score 90% or higher on the EMATS/ performance matters. This will help the students remember all the different strategies, the more practice the more likely they are going to remember different ways to solve when the assessment happens.
Dimension: Student Learning
Impact: 5
I could use this in my classroom to make sure students have enough think time to plan our their responses. In the beginner levels of Spanish, students struggle with thinking of responses "on the spot" so this could provide a low risk way for them to do so but still engage in a discussion with their peers in the target language.
This video shows individuals how to use a technique called back to back and face to face. I could use this technique in my classroom for my SMART goals. This would give me a better understanding of my student's ability to hear the sounds of letters. For example, I can say a word like "cat"; then, they can use the back to back and face to face technique to tell each other the first sound they hear in "cat". This would also be a wonderful tool to use for reading comprehension and answering questions during a story.
My SMART goal is by the end of Marking Period 3, English Language Learner (ELL) students identified will be able to explain how to solve for an unknown number in an equation with at least 80% accuracy. The back-to-back and face-to-face strategy is an excellent method for allowing students appropriate wait time to think through their responses, as well as an opportunity to hear model responses from their peers. This might help students develop language skills needed for their mathematical explanations. This could be used during a lesson to have students explain how they would solve an equation with a missing number.
Using the planning protocol rubric, this is an effective strategy to increase student engagement during a lesson. I would rate this strategy a four on the rubric because it consists of high engagement for most students. All students have an opportunity to share their thoughts and hear a response from a peer. Rather than calling on one or two students to respond, this is an equitable strategy which involves all learners in the classroom.
Understanding vocabulary, is extremely important for students as they attempt to apply their newly learned concepts to other situations. Daily in the mathematics classroom, I try to be consistent with my co-teachers vocabulary usage to help students become more comfortable with the vocabulary. However, I have noticed that students continue to struggle to decipher problems because they lack the understanding of word choice and the vocabulary used. I believe that I could do more to emphasize vocabulary in each of the classes that I co-teach, by taking it upon myself to develop a way to showcase the vocabulary for the unit for each student. My co-teachers are responsible for developing the daily lessons, therefore I feel that I could assist them by finding some ideas to suggest or materials to put together to share with the students in our classes. The resource I added provides some basic ideas of how to showcase unit vocabulary and spark students memory while they are in or out of the classroom.
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