the power of voice: how to empower and engage students
TRANSCRIPT
The Power of Voice: How to Empower and Engage Students
(and still meet our goals!)
@joleighhoney
@dewgott
Reflect and Discuss
Whenyourstudentsleaveyouattheendoftheschoolyear,whatdoyouwantthemto
think/know/feel/careabout/be?
◆Write your thoughts in the chat box.
What value might nurturing “student voice” add to learning mathematics?
“Toooften,studentsgothroughmathclassthinkingtheirmainjobistoproducecorrectanswers.Inotherpartsoflife,however,successisnotjustaboutwhatwesaybutalsohowwerespondto-- andbuildupon-- whatotherssay.”
-- IlanaHorn
Luzniak, C. (2020). Up for Debate (p. IX) [Foreward].
● Mentallycreateanoutlinethatsequentiallyordersthesixactivities.
● UseDesmostoworkthroughtask:https://student.desmos.com/join/4pn5kz
Toaccesstheteacherversionofthe“PoolParty”Activity,useeitherofthefollowing:
• https://tinyurl.com/poolparty-desmos
• https://teacher.desmos.com/activitybuilder/custom/5f1b63817397c8270dfd1d4f
Next,savetheactivitytoyouraccount(sothatyoucan”createaclasscode”andusewithyourstudents,ortomodifytheactivitytobettersuityourgoals):
1. Signintoyouraccount(orcreateanewaccountifyoudon’talreadyhaveone)
2. Looktotherightoftheactivity’stitleandclickonthe3verticaldots:
3. Select“CopyandEdit”4. NowthePoolPartyactivityshouldbesavedinyourCustom collection(under“Your
Activities”)
What value might nurturing “student voice” add to learning mathematics?
“Toooften,studentsgothroughmathclassthinkingtheirmainjobistoproducecorrectanswers.Inotherpartsoflife,however,successisnotjustaboutwhatwesaybutalsohowwerespondto-- andbuildupon-- whatotherssay.”
-- IlanaHorn
◆How does this activity allow us to build upon what others “say”?
Luzniak, C. (2020). Up for Debate (p. IX) [Foreward].
What value might nurturing “student voice” add to learning mathematics?
“Toooften,studentsgothroughmathclassthinkingtheirmainjobistoproducecorrectanswers.Inotherpartsoflife,however,successisnotjustaboutwhatwesaybutalsohowwerespondto-- andbuildupon-- whatotherssay.Listeningskills,consideringotherperspectives,andchangingyourmindgraciouslyallhelpstudentstobemorethanjustbettermathstudents.”
-- IlanaHorn
Luzniak, C. (2020). Up for Debate (p. IX) [Foreward].
Promoting “student voice” is a vehicle for developing a positive mathematical identity
MathematicalIdentity• Identityreferstoone’sbeliefs
aboutthemselvesasamathematicallearner.
• Astudent’smathematicalidentityisinformedbyhowtheyareaskedtoengagewithmathandhowtheyperceivewhatitmeanstobesuccessfulinmath.
NCTM (2018). Catalyzing Change in High School Mathematics. (p. 28)
MathematicalAgency
• Agencyisouridentityinaction.
• Apositivemathematicalidentitywillmanifestincuriosity,activeparticipation,perseverance,andagrowthmindset.
Instruction that develops a positive mathematical identity
Selectingtasksanddesigninglearningthat• providestudentswithbetteraccesstothemathematics:
• Usingrelevantcontexts• Buildinguponstudents’intuitionandallowingformultipleentry-points• Providingopportunitiestodialoguewithothers
• enhancetheirunderstandingofthemathematics:• Makingconnectionsbetweenmultiplerepresentations• Utilizingtechnologytorepresenttheirthinking• Conjecturing,questioning,defending,reflecting,revising
-- Steve Leinwand
Instruction that develops a positive mathematical identity
Engagingstudentsinwaysthat
• empower,ratherthansort;
• relatetostudents’ownstrengthsandexperiences;
• arebasedonsense-making,notregurgitation;and• utilizeproblemsolvingasavehicletoexploremathematicalideas (notjusttofindanswerstoexercises).
-- Steve Leinwand
Promoting mathematical identity and agency requires a shift in thinking
HowcanIteachmykidstogettheanswer
tothisproblem?
-- Phil Daro
HowcanIusethisproblemtoteachthe
mathematicsofthisunit?vs.
Student Voice, Positive Mathematical Identity, and Remote Learning(oh my!)
https://student.desmos.com/join/4pn5kz
Let’s share ideas
Please share any suggestions of tools, platforms, or protocols that have helped you to effectively promoting student voice and dialogue, PARTICULARLY IN A REMOTE LEARNING SETTING (either in live virtual sessions or asynchronous structures).
https://tinyurl.com/nctm100-share
Let’s share ideasHere’s a summary of responses submitted by participants:Nearpod-questionsembeddedinavideo
Meta-cognitionLogsviaGoogleClassroom
WhichOneDoesn'tBelong?(WODB)
ScreenCastify formakingflippedvideos
Canvaschat Flipgrid explaineverything app SmartLearningSuite
Classflow Geogebra AnswerGarden VirtualManipulatives
classpad.net GoogleClassroom kahoot VisualPatternswebsite
collaborativeGoogleslides GoogleForms Miro Wakelet
Desmos GraspableMath Padlet Mentimeter
discussionboards(e.g.,LMS) Zoomwhiteboard PearDeck Youcubed
EdPuzzle Jamboard inGoogle schoology Zoombreakoutrooms
Let’s share ideasHere’s a summary of responses submitted by participants:
Discussionthreadsthatrequirethestudentrepliestoatleasttwootherstudents(Schoology).Weonlystartedthesemestertwo daysago,sojustgettingthemtotalktoeachonlineinthevirtualclassroomisawin.Theydon'thavefamiliaritywithforumsettings.
GoFormative websiteallowsmetoassessmystudentsandthenIcanchoosetodiscussresponsesfromstudentsorjusttalkaboutananonymousstudent
Googleslides- createadigitalinteractivenotebookwithyourcurriculum.Embedasharedgoogledocasacollaborativeworkingspace.ZOOMbreakouts:Flipgrid - makevideos:)andYOUTUBE:)
GoogleSlidesasacommonworkspaceforWODBandotheractivities(seehttps://www.youtube.com/watch?v=rqgm9yzKi7Iandhttps://www.youtube.com/watch?v=AQMFg4A_dC8forexamples)
Ihavestructuredvirtuallearninginaflippedclassroommodelsothatclasstimecanbeusedonproblemsolvingactivitiesliketheonefeaturedinthispresentation.
Ihaveusedgooglesheetstotakeasurveytogaugepublicopinion.
Let’s share ideasHere’s a summary of responses submitted by participants:ThisyearIcreatedmysyllabusoncanva (feedbackfromstudentswasthattheydon'tevenpayattentiontomysyllbus unlessIgooveritwiththeminperson)totryandmakeitmorestudentfriendly.I'malsotryingaGoogleSitethisyear(GoogleClassroomwashardtonavigateforsome)andthenasoneoftheirfirstactivitiesI'mgoingtodoascavengar huntasawayforthemtoexploremysiteandsyllabus.Then,IemailedallthestudentstoinvitethemtoaGoogleMeetandsowecouldgettoknoweachother,Icouldmakesuretheyareok,etc.But,alsosowecouldcreateourclassnormstotogetherandfigureoutthebestwaythatwemayreachthelearningobjectivesofthecourse.
Iknowthisisnotnewbutscreencastomatic reallyhelpsmeinprerecordingmylessonsoIcanfocusonotherstuffthatmightcomeupinthisvirtualclassroom.IuseALLofGSuites toolsbothsynchronistically anda-synchronistically.Classroom,Meet,Jamboard,Docs,Slides,Sheets,Sitesallhelpmystudentsworkindependentlyandcollaborativelytolearncontentandsharewhattheylearn.IusedaGoogleformtoallowstudentstoviewdifferentwaystosolvesystemsofequations.thinkingaboutstudent'spositiveidentityIwilladdquestionsthataskwhytheychosetheirpath?Simplk12taughtmehowtocreatetheform.IwasusingjustIlluminateandGoogleClassroom. IhavelearnedFlipgrid,GoogleForms,Quizizz,Kahoot,andnowDesmos.
Usethechatforeverymemberresponse- enteritbutdon'tsenduntilIsaygivesmeawhiteboardequivalent.
AoneononeGooglemeetssession.PrivatecommentsthroughGoogleClassroom.Privacyisimportanttomystudents.Askstudentstoexplaintheiranswers.Iftheymakemistakes,encouragethemtoreflectontheirlearningandhowtheycanfixitfornexttime.
Back to the Beginning
Whenyourstudentsleaveyouattheendoftheschoolyear,whatdoyouwantthemto
think/know/feel/careabout/be?
What value might nurturing “student voice” add to learning mathematics?
“Toooften,studentsgothroughmathclassthinkingtheirmainjobistoproducecorrectanswers.Inotherpartsoflife,however,successisnotjustaboutwhatwesaybutalsohowwerespondto-- andbuildupon-- whatotherssay. Listeningskills,consideringotherperspectives,andchangingyourmindgraciouslyallhelpstudentstobemorethanjustbettermathstudents. Theseskillshelpthemtobebetterfriends,classmates,andcitizens.”
-- IlanaHorn
Luzniak, C. (2020). Up for Debate (p. IX) [Foreward].
