* all of the students are working on the PoW

* all of the students submit

* Student X and Student Y receive a mentor reply from a university student working with us

* you ask Student X and Y if it’s okay to share their response and the mentor’s response with the class (the first time you could do this anonymously)

* you could project or make copies for groups or whatever routines you have developed with your students — the idea would be that all of the students would read the feedback (which I agree is often quite long and involved), they’d talk about it with each other to try to make sense of it and Student X and Student Y might get ideas of how they might revise

This could take place as a whole class activity but, as you might imagine, it could also just be one small group activity as you’re doing other activities.

Is that something you’ve tried? If, yes, how did it go? If, no, what are your thoughts on how this might help students decode feedback and use it to reflect and revise?

Thanks!

]]>Your point about computer access is a good reminder! I currently have the luxury of working in classrooms that have regular computer access (at school since it can’t be assumed that all of the students have it at home) and but I know that’s not always the case. Thanks! It also sounds like you are organized and help your students keep all of their work organized. :)

]]>And, I think that both Mathematical Practice #3 [Construct viable arguments....] and Mathematical Practice #6 [Attend to precision.] address this, as well.

I wonder why those students who don’t take the opportunity to reflect and revise seriously, don’t? Is it a lack of motivation? Is it that they don’t get “credit” and they’re really only motivated if they get points/better grade? Is it that they don’t understand the feedback and can’t use it? Is it something else?

]]>When my students are mentored, but university students, they get excited that this person they do not know has responded to them. The amount of information provided can be too detailed for the student and they are not sure where to begin. If I provide one main wonder to push there thinking they are not as overwhelmed.

Lately I have been providing an option of the primary or Pre-algebra POWs for my students. Many of my weaker students are becoming much more engaged in the submission since they can reason it through. I think that the building of confidence is valuable.

My students are expected to submit in week one and complete a revision in week 2. I encourage my students to return to previous work and revise also.

Encouraging and nudging forward in understanding I believe to be the important elements of using Math Forum Pows. ]]>

I must admit the marking of these is a daunting task!

I love the “I notice…” and “I wonder…” language! I try to use it consistently during lessons, group work and corrections made, and I even find myself using it with my own children on various occasions!

I wouldn’t hesitate to utilize the on-line mentoring within the system as you suggest, IF, my students all had access all the time. I think in our not too far off future, the issuing of textbooks, will be replaced with the issuing of i pads or tablets.

I like this idea a lot! and could see it saving lots of time….as well as allowing students to maintain ownership of their thinking and problem solving processes.

Writing about the mathematics and its processes is most valuable in helping students identify what they know and what they don’t know. I find the language “I notice…” and “I wonder…” as positive feedback,

“I wonder..” is much less threatening as a starting point for students to continue the process they started, whereas, this isn’t correct, followed by an explanation or guiding questions does the thinking for the student or shuts them down as you noted.

Thanks for the thoughts, insight, and the cool sea dragon!

]]>When I give students (this year, they’re all seniors in first or second year Calculus) writing assignments, I look for quality of writing as well as quality of mathematics. When students do turn in excellent work, they (and I!) are very pleased. When their work fails to meet the “excellent” benchmark, they often already know why, and it’s often more to do with writing quality than with mathematical thinking. They always have an opportunity to revise, and some (but not as many as I’d like) take the opportunity seriously.

Your blog entries always make me think, and when “think” is followed by “act,” I notice that I become a better teacher… so thanks!

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