Group Problem
Group problem suggested procedures:
1. Spend time on group lessons looking at strategies, I use Problem Solver
2. During these whole group lessons we present problems and allow students to work together to find solutions,
celebrate and present their strategies.
3. Post these strategies (the name of it and the work) with the students name as expert, to use as a reference for students.
4. With your groups abilities in mind (possibly 2 levels of problems) -give problems copied large on big chart paper as one of the stations.
5. Perhaps demonstrate as a 'fishbowl' how to work together to solve with everyone sharing their ideas.
6. Groups work on their problems during guided math rotations with possibly two chances to work on it.
7. Once everyone has had a chance to complete their 'proofs', give them a chance to see how each other solved them with a table walk.
8. Allow teams to adjust their proofs if they wish.
9. Have the groups present their proofs- it is very important for us as teachers to step back and allow the students to catch each others mistakes during these presentations. In the beginning every group presents and we see the ahah's as they observe the proofs as real mathematicians.
10. After a few weeks of presenting, once we are used to the format I have only 3 out of 5 groups present, trying not to point out he weaker proofs.
1. Spend time on group lessons looking at strategies, I use Problem Solver
2. During these whole group lessons we present problems and allow students to work together to find solutions,
celebrate and present their strategies.
3. Post these strategies (the name of it and the work) with the students name as expert, to use as a reference for students.
4. With your groups abilities in mind (possibly 2 levels of problems) -give problems copied large on big chart paper as one of the stations.
5. Perhaps demonstrate as a 'fishbowl' how to work together to solve with everyone sharing their ideas.
6. Groups work on their problems during guided math rotations with possibly two chances to work on it.
7. Once everyone has had a chance to complete their 'proofs', give them a chance to see how each other solved them with a table walk.
8. Allow teams to adjust their proofs if they wish.
9. Have the groups present their proofs- it is very important for us as teachers to step back and allow the students to catch each others mistakes during these presentations. In the beginning every group presents and we see the ahah's as they observe the proofs as real mathematicians.
10. After a few weeks of presenting, once we are used to the format I have only 3 out of 5 groups present, trying not to point out he weaker proofs.