Today I am back with the second half(ish) of my presentation at the Northwest math conference. To get a feel for the flow or to get caught up: Part 1 of my presentation can be found here.
After the discussion on the importance of classroom culture, we jumped right into trying out a few of the activities/strategies. The first was Which One Doesn’t Belong. I have used this activity has a whole class period learning opportunity, but for this presentation I wanted to highlight it was a way to jump start math talk and group students with peers who might think about things a bit differently than they do.
I put up the previous picture and asked the attendees to move to the corner of the room representing their first impression of which picture was the odd one out. Once there, they were to discuss in their corner the reason they choose to see if they were all the same and then each corner had a chance to share out a reason (or a few) that their picture didn’t belong. Then the attendees regrouped into table groups that had at least one member from each corner represented. Teacher Note: Most of the time I’d do this activity with a more math-y example, especially one using similar math to the activity at hand. This way, the grouping by unlike thinking is even more powerful for having different views represented. I chose a non-math example for the presentation since I had no idea of the background of attendees coming in and I wanted to showcase the breadth of examples on the WODB site. This grouping strategy can be done relatively quickly (in place of a warm up, perhaps) and gets kids brains and bodies moving and in math discourse mode right away. You can find more examples of WODB on this site. Continue reading “Student to Student Discourse: NWMC Workshop Part 2”