Those who are longer-term readers know that I am very into protocols, routines, and procedures. The students at my school have many executive function difficulties and the more consistent and familiar the classroom schedule is, the more success they generally have during that class.
However protocols, routines, and procedures do not have to be boring and dull. Take reflection. This is one of the most important parts of my lesson, and there is some form of reflection integrated into all my my activities. This is also a place where I have the ability of having lots of fun.
It is also important for students to reflect on all aspects of the classroom, not just the 'academic learning targets.' How are students feeling about the class? How did they like a lesson? Do they have a suggestion for the improvement of the class?
SOAPBOX DISCLAIMER: Reflection is very personal. It allows students to think about what they have learned and to process that learning. It is also a great tool for me as the teacher; if the student didn't write the 'correct' information about what was learned, it is an indicator to me that my method, presentation, or delivery didn't have the intended effect. I don't 'grade' reflections for content (thought I tell them grammar rules always apply), and I never tell someone they did not reflect correctly (unless, of course, they don't answer the prompt given.)
Sometimes reflection doesn't connect to reality. Use that information!
Today's reflection: Mystery bag.
For this reflection I gather students into a circle. This is another procedure we have practiced many times throughout the year. I've outlined this
in my previous blog.
Once there I held an old lunch box up and shake it up a bit. The students make some guesses as to what might be in the bag. Then I dump the contents right in the center of the circle:
Well that was unexpected...
After the circle is ready, I pose the question. For example, the first time we did this activity I simply asked "Which of these objects remind you of math?" I explain that there are no 'wrong' answers, as long as you can make a connection to math. I give them 2 minutes of think time and at the end ask them to put a thumbs up if they have an object and reason. Most, but not all, usually will be ready.
I explain that we're going to go around the circle. Each person in turn will pick up the object, explain why they chose it, then return it. This means there is no worry about someone else 'taking' your item. I also explain that if someone picks your object and has the same reason, that is fine. You will just pick the same object and say your reason in your own words, even if it sounds like someone else's response.
I then address the students that are not ready. This is a VERY abstract concept and not all students will be able to connect an answer. I tell them that their job is to listen to everyone else's response and I will be calling on them to make a connection (or agree) with someone's reasoning.
I love doing this activity for a number of reasons. First, it is completely unexpected. Students have never walked into a math classroom and seen something like this. It let's them know that "we'll have routines, expectations, and protocols, but don't expect it to be dull."
Second, I LOVE the responses I get. It allows me to get some insight into the thought process of my students as well as their abstract reasoning ability. Here is a smattering of thoughts that came out from the first week of school:
- Math is like the dice because it has numbers (very concrete thinker.)
- Math is like the battery because it has positive and negative signs. (attention to detail!)
- Math is like the turtle because you have to just keep swimming (movie connection!)
- Math is like the multi-colored pen because there are lots of different ways to solve problems (are you kidding me?)
Reflection does not always have to be exit tickets, written statements of what I've learned, and 3-2-1 cards. Feel free to mix it up, but always get them reflecting!
