In an attempt to launch my math centres/balanced/guided math program, I had my grade 7s make their math problem solving folders today... sort of.
You see, it turns out that 12-year-olds need considerably more guidance with stick and paste than I had anticipated.
I figured I'd just show them my brilliant sample, give them the necessary materials, and away they'd go...
You see, it turns out that 12-year-olds need considerably more guidance with stick and paste than I had anticipated.
I figured I'd just show them my brilliant sample, give them the necessary materials, and away they'd go...
Behold above, Ms. Teschow's brilliant sample: a 4-pocket folder (constructed of two folders), including an overview of the 4-part model, some space for listing strategies and collecting vocab, work and scrap paper, and even some pre-determined success criteria to get them started on self reflection as they work.
Alas... instead we got this:
Alas... instead we got this:
Even as the end-of-period bell was ringing, students scrambled to glue the last bits of paper onto the incorrect places in their folders, and scraps were strewn everywhere (they mostly ended up on the floor).
As I leafed through the allegedly finished products after they left, I beheld pieces glued on the wrong sections, clearly marked tables not cut out, but rather simply pasted on with all kinds of corners sticking out...
The biggest challenge, actually, was taping the two folders together. Many of the students couldn't seem to wrap their heads around how to do it. The result was that several of the folders simply didn't fold.
As I leafed through the allegedly finished products after they left, I beheld pieces glued on the wrong sections, clearly marked tables not cut out, but rather simply pasted on with all kinds of corners sticking out...
The biggest challenge, actually, was taping the two folders together. Many of the students couldn't seem to wrap their heads around how to do it. The result was that several of the folders simply didn't fold.
The name tags were a whole other problem. I wanted the students to write their last name first, then their first name in caps (the former so that I could alphabetize them come report card time, the latter so that they were easily found in a stack), followed by their home form.
One could create a ratio table on the number of correct:incorrect labels that resulted from Ms. Teschow's apparently not so clear instructions.
Ahhh, but I am learning the benefits of rotary already -- tomorrow's class will get MUCH clearer instructions, lol!
One could create a ratio table on the number of correct:incorrect labels that resulted from Ms. Teschow's apparently not so clear instructions.
Ahhh, but I am learning the benefits of rotary already -- tomorrow's class will get MUCH clearer instructions, lol!
| PS -- here is the math problem we solved together to illustrate and introduce the 4-step problem solving model. Some of the students added extensions such as "how much with tax?", etc. | 
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