So today was Day 2 of my math investigations. As soon as we got into class, the kids ask, “When are we doing math?” They get so excited over working together and creating a poster to show their work.
Teaching Point: Mathematicians will do a gallery walk to observe other students investigations and then make revisions to their own investigation.
Time: 75 minutes
Now it is time for the students to have their gallery walk. We put the posters on desks and the students get to walk around the room to look at the math posters. I try to put the same amount of posters on each table so that students can just switch tables once or twice. I have tired the gallery walk other ways but, it can get very chaotic. (You can put the posters where ever you want. If you have the wall space, hanging the posters up works really well.)
The students walk around the classroom with their partner, a pencil and post-its. I give the students as many post-its as posters they will view. So today my kids viewed 4 math posters so they were given 4 post-its.
Now comes the hard part. This takes a lot of practice! They discuss what they noticed, what they liked or what they didn’t understand. My students discuss the math on the poster and talk about glows (what they did well) and grows (what they need to work on.) The partnership has to come to an agreement on what they will write on the post-it. Each partnership can only place one post-it with comments on each math poster they discuss. Are the comments all great? No. But it’s a work in progress.
I have really noticed a difference in my kids math talk. They are using words like strategy!
Here is one of the comments that a partnership wrote:
As the kids are discussing the posters, I try to coach them on the type of comments and questions the students write on the post it.
Next the students go back to their investigation and read the comments left by their classmates. Kids will run up to you with comments they feel are wrong, but you have to do mini lessons on how to write comments and give good feedback.
After reading the comments, the students use a different color to revise their work. This will be MESSY!! But you can see a lot of learning going on.
Here are some of the revised math investigations
Day 3 will be on Monday. This part is called the math congress and it is basically a big share. You choose about 3 posters that show something you want to highlight to the class. It could be a strategy used, organization, or how the poster was labeled. You highlight something that you want the rest of the class to pay attention to. Often times, I will choose a poster with a wrong answer and highlight the organization or the math vocabulary that was used. This way the students know that even though it’s important to get the right answer, other parts of problem solving are also important. This also gives the struggling students the chance to be highlighted.
The students come up and explain the part you thought was great.
If you want to see the rubric I use or the conference sheet I use, look back at Part I.
Have you done this in your class? Is this something you might like to try? Leave a comment to let me know what you think.
Thanks for stopping by and saying hi,