Reflect after reading Chapters 2-4:
How do we form collaborative groups and where will these groups work? Why does room arrangement matter?
Consider the following questions:
- What is resonating with you from the reading?
- What caused you to pause and think during this section?
Respond and Interact
After reading these chapters, please post your response to one {or more} of the prompts above. Read our colleagues' reflections. Feel free to respond to someone by sharing a comment, insight or interesting possibility.
These chapters got me excited to get back to school and rearrange my room in order to try some new ideas with students in terms of where and how math happens. How is this possible already at the end of June? (Well done, Peter!) I will definitely try moving to groups of three (instead of groups of two as I've typically done in math). The student interviews and data about random groupings was also very interesting to me. I have used "clock partners" for several years in which students have created a sheet with 12 different partners that they can work with. It's not random, but not "Go find a partner." I can see benefits to moving to a system of using cards to make random groups and I also like having assigned places for those groups to work. I think this can eliminate some issues I've had in my class, at times. Classroom arrangement and how lessons will work (in terms of the space of the room) is a bigger question and something I'm eager to tinker with, but am also nervous about. I know that sometimes I get an idea that I see Renae or someone else model and then upon implementation with actual students, it doesn't work out at all the way it worked with adults. It will be important for me to keep a positive mindset in the fall and be willing to trouble shoot and tweak room arrangements and systems as I try to find ways to encourage thinking and engagement. It can be easy to get discouraged when the excitement of new ideas fail when implemented in the actual classroom with actual students. Hopefully if I prepare for things to not necessarily work out on the first (or second or third) try, I can maintain my growth mindset and keep working to adjust until I find what works for my students.
ReplyDeleteI did a push-in MAP with a 3rd grade class. The classroom teacher used technology random grouping to assign groups. Students seemed to enjoy it and were excited to work with whoever they were grouped with. To my observation, students learned to work with anyone in the class and they felt that the process of grouping was fair. They had preferred partners; however, they were happy with others as well. At the same classroom, the teacher appeared to have already adapted the Thinking Classrooms idea. Her classroom furniture arrangement is very collaboration and communication friendly. I felt that the students are more open to risk taking than in a traditional classroom. In addition, the students were likely to share their different thought processes to solve problems.
ReplyDeleteI'm so glad I signed up for this book study! It is going to pair so well with our new math curriculum! I really enjoyed reading about the different scenarios the author tried in the classroom, what happened, and why they did or didn't work. It brings an entirely new perspective and understanding to the material. I'm so excited to try the random desk pod arrangement, having the students select their groupings randomly using cards, and doing their work on whiteboards. Many of our students already prefer using small whiteboards instead of paper to work out their problems, but it will be interesting to try putting up larger whiteboards or vinyl sheets and seeing how the students collaborate on problems. I think not only will the students' thinking and reasoning skills improve drastically, they will have more fun doing math!
ReplyDeleteThe first time I read this book - defronting a classroom sounded completely crazy to someone who might be a little OCD {like maybe me 😂} But I like how Liljedahl pushes me to think. We can't expect different results if we always do the same thing. If we want a different/better outcome, then we have to change something. Sigh. Change is hard....but change can also be GOOD.
ReplyDeleteI love the idea of using not only white boards but different types "paper" for the students to write on. While i can't quite see using even small anchor chart paper, I can try to incorporate the ideas of solving equations on post its notes in various places in my space and trying to find other ways to actively incorporate movement. My favorite thing is the very true statement about white boards that the freedom to erase is very powerful for students, there is something about a white board versus pencil and paper that is much more empowering in them taking risks in my opinion.
ReplyDeleteI love the concept of randomizing groups. This past year, while student teaching, the fifth grade teachers I was working with used the playing-card group-assignment strategy. I, as I’m sure many were/are, was skeptical about the randomizing of groups. I was curious as to, in reality, how effective it would be, especially taking classroom management into account. Liljedahl proposes multiple benefits that I had the opportunity of witnessing. I could speak on how I saw all of the benefits that he proposes, in the classroom that I was in, but I will particularly call out the increased enthusiasm for mathematics learning. Going in to parent-teacher conferences, it was an interesting trend to hear how all of the students said that they liked math better this year and most of them mentioned that math is one of their favorite subjects and some went as far to say as how the randomized groups made a big difference. This strategy is definitely something that I would like to try in my own classroom.
ReplyDeleteAnother strategy that was implemented in the fifth grade classroom that I was working in was using vertical surfaces. Placed around the room were eight different vertical surfaces/whiteboards that students used to practice problems as a group. This was a fantastic way to see the students’ thinking as well as how they collaborated in their groups. As I circulated the room, witnessing them working at the surfaces, I asked myself questions such as “How could I get more whole-group participation and less one person dominating the board?” and “How could I get students to be more excited about completing these problems?” The answer to my first problem was having students using different colored markers. After the students had completed their problem, I looked to see what percent of the surface was filled with which colors. This helped me see which students seemed to need the most help. Also, to make things more interesting and help kids become more invested in the problems, I added some friendly competition between the groups. This measured the students’ efficiency, as well as accuracy. It also helped the groups create team-like bonds.
I am excited to “defront” my classroom and position desks in a way that students are in groups of three and are facing different directions, but I am not sure how this might work over the entire school day. I am thinking about where I can place my interactive flat panel and my teacher's desk to make more space for VNPS. I agree that the whiteboards encourage risk-taking because it is so much easier to erase and start over. I like the idea of having just one pen moving it among the group members and the idea to set a rule that students are not allowed to erase someone’s work without their permission. Last year I randomly paired students frequently using this digital tool: https://www.classtools.net/random-group-generator/ . I liked it because I could save my class list on the website and easily form random groups publicly. This tool uses color and numbers to organize groups. I am interested in trying random groups of three next year. So much to think about!
ReplyDeleteThat is the same website I used as well Heather. My kids knew when they heard the "sound" they were going to find out who they were working with for the day. I found it easy to use, I could 'uncheck' kids who were absent (when I remembered) making it easy too.
DeleteSo many interesting ideas in these chapters! I really like the idea of random groupings. I typically use "clock buddies", popsicle sticks or I sometimes give kids a choice if they'd like to work with me, a partner or on their own. I'm excited to use the cards to group students together randomly for group work and thought it was interesting that three in a group is the magic number. It makes sense now that I think about it and reflect on watching foursomes in the past. It does appear one is often left out. I got a little nervous when he discussed classroom organization and how a neat and orderly classroom promotes less thinking. I was thinking just the opposite, that an unorganized classroom would be distracting to learning. I'll have to strike a happy medium here and let go a bit. I've used the wipebooks in the class for vertical work surfaces and have had a lot of success during math problem solving. It was nice to see the research behind it and validate that it is a practice that promotes both thinking and collaboration. I plan to utilize the boards more into my instructional practice next year.
ReplyDeleteI was able to use most of these ideas this year with success. I had to be flexible with one student and allow them to let me know if they wanted a partner or not during math time. I used a couple different websites for random grouping websites to group my students: https://www.classtools.net/random-name-picker/ and https://classroomscreen.com . Toward the end of the year I also started using the playing cards method and that seemed to help my one student want to participate more (until it to lost it's magic for them). I typically used groups of 2 but am excited to try groups of 3 this year.
ReplyDeleteI also rearranged my room in June, crazy I know, but I wanted to see how I liked not being by a whiteboard to teach or if I needed my screen to be by one or if I could make it work using just the screen. My teacher desk is not near my screen but I can see the screen from my desk for document camera use. :) I liked it, still need to make a few tweaks to it.
After reading these chapters I am going to try and be flexible have my kids sit around the tables I use not facing the screen. I always thought they needed to be facing the "screen" so to speak but am willing to make the change and see how it goes. I am also going to incorporate the VNPS more consistently this year, I have a plan (kind of) to build my room around them so they are usable.
I was able to push into a math class for 4th grade that was piloting the new math curriculum and seen how using tables versus desks the students became so much more flexible about moving around to the different tables or not just having one designated place to think. I like the idea of using the vertical white board to encourage math thinking and that students can erase ideas that did not work and I can see students strategies easily.
ReplyDeleteAnyone who knows me well knows that these chapters would push me out of my comfort zone. :) I value organization (sometimes to a fault) and my classroom reflects that from it's set-up to it's tidy appearance to my carefully thought-out seating charts and student partnerships. I've worked hard over the past few years to let go of some of that control and have made SOME progress. I've been hearing for years (thanks, Renae) about random partnerships/groupings and tried that a several times last year. Moving forward, I commit (you all are my witnesses) to randomizing my partnerships and small groups as a general rule. The benefits described make sense to me, and it will save me time, too, since I spent quite a bit of time trying to create the perfect partnerships. . . Win-win. The idea of groups of three really resonated with me as well and it's an easy thing to try. I also will try the wipe boards. I've been resistant because of logistics, but it's definitely worth a try. Lots of good stuff in this book, for sure.
ReplyDeleteThis made me smile...I love you, Teri! 😊
Deleteposting this for Kelly Yvarra: I have tried random and prepicked partners/groups. I mix it up for different reasons. I am eager to consistently try the random groupings in math exclusively. There are lots of fun apps where you can add student names that pick them in fun ways on the board. I know I need to utilize these more next year and find the ones my students like best.
ReplyDeleteI really like the vertical thinking process explained in chapter 3. I immediately wondered how to accommodate this in a limited white board spaced classroom but there are lots of ideas to create the same opportunity. I also really liked the idea that if you have the pen you cannot write your own thoughts/work, but those in your group. My wonder would be if a student uses this to fall in the background to do this job and not truly contribute to the thinking repeatedly. Definitely would be a thing to monitor when working the room with groups.
Chapter 4 was eye opening to me. I like my class organized and neat. However, I am rethinking the placement of desks this year. I think we are lucky to have boards that now move around the room and this will be key to defacing a front area. I look forward to trying something new.
Chapter 3 particularly stood out to me. I have found myself getting too used to textbooks and children sitting at desks writing in them. Then working together with their table partner only. These are ok for 'some' activities but not 'all' activities. In one observation I was able to sit in on, I was able to see the use of vertical whiteboards on the walls of the classroom. Seeing first hand, more engaged students problem solving and the teacher strategically shifting the pen to another child to take the reigns of the scribe really was fascinating. I loved seeing how every student was active . Also, how easy it was for the teacher to monitor thinking. Great, practical tips that can be immediately and easily implemented. Also love the part of randomly selecting groups of three in font of the class (chapter 2).
ReplyDeleteI loved reading these chapters and remembering them being used on us at a staff meeting at TES by Renae. :) The cards, the vertical surfaces, the defronted room - I am excited to see them in action when I push into math in the fall! I'm also thinking about how I can use these ideas when teaching pull-out resource room reading and writing - obviously different animals, but how to encourage thinking in those classes is something I'm going to ponder. I also was interested in reading Liljedahl's first instance of addressing how to include students with learning disabilities and that there is more to come in the book. How I would love if we really could turn our idea of how we serve special education on its head with his research! I look forward to reading more.
ReplyDeleteI enjoyed all of these chapters, but chapter 4 in particular. I found myself stopping and shaking my head "yes" surrounding the idea of 'de-fronting' the classroom and the intentionality of the arrangement of desks and student seating in our rooms. There is no shame or blame in very clear, organized, front-facing classroom setups...I had a classroom that looked JUST like that for many years, however, I have moved away from this and now opt for student desk groups facing one another. In my opinion, this has given students easier access to one another to discuss activities and work collaboratively. More importantly, this type of classroom arrangement serves as a visual reminder to ME that students should be speaking and engaging with each other far more often than I am directly speaking "at" them. I'll admit, this type of classroom setup can cause a lot of distractions for learners initially, however, if the expectations are clear and consistent, I find that most students will rise to what you ask of them.
ReplyDelete