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Strategies Used
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Flashcard Game: Students were paired with another student to practice the skill for that day. Each student had a whiteboard to use for their work and a packet of flashcards. They took turns solving problems, and coached each other through the problems if they needed help. The students checked answers as they went along as well. This allowed me to go around and work with students who needed extra support. Overall, this strategy was enjoyed by all, and they got very excited to work around the room and with a partner. I chose this strategy because it allowed students to work with a peer. This strategy was also great to review content that had already been taught. I accounted for diverse student learning needs by pairing students with the same academic level, or with another student they work well with.
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Whiteboards/Show Me: During whole group
math instruction, I would ask questions for students to complete on their whiteboards. After they had enough time to solve the problem, I would give students time to check their answer with the person next to them. They checked their answers and coached each other through if needed. I then counted down from 3 to 0, and once I got to 0 I said, "Show Me!" Students raised their boards high for me to see their answers. Sometimes I split the class into different teams and made it a game. By participating and by collaboratively working students could earn points for their team. At times students even worked for extra recess minutes. I chose this strategy because it allowed me to observe who needed more support, so I could work with them in a smaller group. I thought this strategy was the most simple, but students loved to work on whiteboards rather than just paper and pencil.
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Link to full Literature Review-
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Vote with our Feet: I asked students a question, which was solved on a whiteboard at their desk. Once they were all finished and had an answer, students looked around the room for their answer to the problem. Once they found their answer, they checked their answers with the rest of their peers to make sure they completed the problem correctly. This also allowed students to discuss their thinking out loud. I then went around the room to check students' work. In this particular picture, we were learning how to round decimal numbers. These girls ended up rounded down because of the arrow in the background. They are discussing why they rounded their decimal down. This strategy gave students time to discuss their findings with one another and also hear a different perspective. I chose this strategy because I liked how it allowed students to get on their feet to move around while learning and put a fun twist to math because students had to "hunt" for their answer. Through this strategy, we all learned together as a group.
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