Every so often I have one of those moments where I want to stop the entire class to show everyone something a student did. Today was one of those moments when I watched how a student tackled a word problem. He had asked me for help and I was guiding him through it. He was doing some mental math, realized that something didn’t seem right and checked his thinking. When he realized that he was 10 away from the target number, he very quickly realized that he could adjust his thinking and his answer. (You can see he changed 44 to 34.)
This is perseverance and precision! This is what we are constantly hoping that kids will do without us having to remind them. The problem is we are running around asking students to do this on an 1-on-1 individual conference. Imagine how powerful it would be if students shared examples like these and learned from them, how much more time would be free up in our classrooms to really dig deep with kids!
Here are some simple ways to share:
1. Stop the entire class and have the student show their error and how they fixed it.
2. Build in share time at the end of your lesson for students to tell a story of how they found and fixed an error in their thinking.
3. Here is my favorite idea…make a “What’s my Error?” chart! This is a simple chart where students (while they are working on an assignment) could put up problems that they are stuck on. We’ve all been there before where we keep on getting the same answer, but we know that something isn’t right. Other students during a share time could help figure out the error and write their thinking on the chart. So often adults turn to others for help when we need it (for technology, for many things), but often in math class we leave students to figure out these things alone. A “What’s My Error?” chart could help students explain their thinking AND help them to be more interested in finding the error in their ways in the future. Like all things, you have to manage it by making it a routine and having general expectations (imagine the students fighting over the markers, crowding around the chart), but isn’t that a good problem to have?
Let me know if you try it I’d love to hear how it goes!
Love the idea of posting a whats my error chart! I am getting much better at just stopping the lesson and seizing the moment when something like this happens.
In my middle school Algebra class, our math teacher, who was a fine teacher, would habitually and unintentionally make mistakes on the blackboard during class. The class loved finding his errors, and eventually the teacher kept a running count of his errors for the year. It was all in good fun, and looking back on it I think that he must’ve been teaching us that there is no shame in making mistakes.
I wouldn’t be too sure that he was fully in control of the error making. I used to do this, sometimes on purpose but often “it just happened”.
Just a query about the “new ways”. We now regroup, we used to borrow and pay back. This latter method has a perfectly meaningful reason, which is “add 10 to each of the numbers, the difference is unchanged”.