Somewhere in Building Thinking Classrooms, was it consolidation? I read a snippet that when students are explaining their own group’s work, others were not engaged, listening.
The suggestion was to try to explain another group’s work. We tried that today. And what a great early task in the semester. We saw a need for labels, ways to follow their work, more accurate measurements when collecting data. After looking at other groups’ work, they wrote a reflection on ways they could have improved their own group’s work.
I believe this was eye opening for several. Looking at student work through a teacher’s eyes. Seeing other approaches. And having to explain someone else’s thinking was a different level for sure. They were given an opportunity to ask the group clarifying questions.
Several where did that come from? Why did you choose to do it that way? Even answers that were not even connected to the work…
I will be using this structure again!
the radical rational... 