The current reality in education is that as teachers we have a lot to teach in a short period of time. It is not feasible to give up large chunks of math instruction in order to prepare students for math workshop. Rather, minilessons are designed to complement your math instruction.
Minilesson Overview
This lesson encourages students to think about what to do if they get stuck and learn how to best handle the questions they may have.
Sometimes as teachers we may feel that students need us to be there to walk them through a math problem step-by-step or answer every one of their questions. We may even feel that we are doing them harm by not taking these actions. However, we should allow students to struggle at times. It is good for students to think about how they can get started and/or get unstuck—whether it means looking for other strategies on their own, talking to their peers, or making a connection to a similar problem that they have seen in the past.
Being constantly interrupted with questions by students can be challenging. It is important to be proactive about creating a system for handling questions in our classrooms. Explain to students what to expect. Tell them that when they are stuck, you would be stealing their learning by showing them what to do or giving them the answer. So, it’s also important that they don’t “help” each other in that way. Also explain to them what you know—that you believe in them and their ability to persevere through difficult mathematics.
When a student is stuck, instead of providing the answer, get them into the habit of asking questions instead of quitting. Encourage students to ask their peers questions before asking you. Tell students that you appreciate good questions that really make everyone think harder about math. However, students should understand that you are not the sole source of answers.
Allowing students to collaborate on tasks provides support and challenge for students, increasing their chance to communicate about mathematics and build understanding. —John Van de Walle, Karen S. Karp, and Jennifer M. Bay-Williams, authors of Elementary and Middle School Mathematics, Tenth Edition (2019 |
Directions
Sometimes, students who have attempted these other suggestions may still feel that they need to ask you a question. Let students know that they can write their questions on a sticky note and park them in a “parking lot”—a designated place. When you have a moment during class, you can revisit student questions and support them. When appropriate, ask students advancing questions that push their thinking. Then walk away to let them think about it. Students will be happy that you respect their questions, and usually they will be happy to just get them “off their chest.” As teachers, we want to promote an environment where students feel free to ask questions, challenge one another, and look for a justification of answers.
Refer to this lesson if you have a group of students who consistently turn to you by default.
Materials
- sticky notes
- math problem (See sample problems at the end of this lesson.)
Directions
We’ve talked about giving your best effort and making good choices when you are working. Sometimes it may be tough to get started, especially if the math activity is challenging. You may also get “stuck” and feel that you don’t know how to move forward. Think of a time when you’ve had trouble getting started—in math, in school, or outside of school. How did you feel?
Sometimes getting started may be scary because you are afraid to be wrong. However, I believe that we learn as much from incorrect answers or methods as we do correct ones. I think that sometimes it is better to get started the “wrong way” than to never get started at all. Remember also that there are many mathematicians in this classroom. When you need assistance or need to talk something out, you are not alone. With your partner, discuss some things that you might do when you have questions or feel stuck.
After students have finished sharing with their partners, ask them to share their ideas with the whole class. Some of the ideas they may generate for getting unstuck include
- make a connection to a similar problem you have solved in the past
- talk to another person about your thinking.
Similarly, we can think about how we, as teachers, support students when they are stuck. Instead of providing the answer, we can encourage students to think about questions like the following:
- What am I thinking?
- What do I know? Understand?
- Does this problem remind me of a problem I have previously solved? If so, what?
- What am I being asked to do in this problem?
There are times that you may be frustrated because it feels that I am not helping you or not answering your questions. Be prepared for this. I do care about your learning and your thinking. I’m not ignoring you or your question.
I welcome questions, and I believe that students in our class learn from one another’s questions. However, I also believe that you have most of the answers within yourself. In a situation when you do not, one of your classmates may have the answer. What we want to avoid is asking for help before we give it our best shot. Remember, if the math we are doing is so easy that it doesn’t make us think, then it wouldn’t even be worth doing.
Today, I’m giving you a problem and asking you to work together with your small group. As you work on it, ask your classmates when you have questions. Use sticky notes to write down any questions that nobody can answer. Please “park” your sticky notes on the corner of your desk for now. As I come around, I may ask anyone in your group the question on the sticky note. I may also ask you and your group a more specific question and walk away. As I have said, I believe in you and your ability to find most, if not all, of the answers to these questions.
