ENTRY 3: VIDEO TRANSCRIPT
Description of Entry:
This is a transcript of a video taped lesson from one of my sixth grade classes, as well as the reflections and observation notes I made while viewing it. It involved a class discussion on the topic of least common multiple and greatest common factor. I have also included the lesson plan for the period.
Program Goals and Targets:
Because my reflections and notes were focused mainly on the class discourse and my effectiveness in facilitating the discussion, the artifact demonstrates my understanding and use of communication strategies (3A). The video transcript and my reflections also demonstrate my ability to incorporate reflective practice in my teaching (4D). Finally, by making the decision to reflect on and critique my lessons, as well as work to improve my teaching, I am demonstrating the importance of on-going learning (4E).
Reflection:
In a student-centered learning environment, students are responsible for contributing to their own education. They do not passively listen to teachers lecture or unquestionably accept information told to them. Instead, they share their ideas, listen to the opinions of their peers, and determine the validity of information through discussion. Because this mathematical discourse provides such a rich environment for developing deep understanding, I believe that it is a vital part of a math classroom.
One important aspect of class discourse is that it allows students to practice communicating mathematical understanding. Language is a powerful way to share ideas and receive them; thus, communicating mathematical ideas is a good way for students to organize, articulate, and clarify their thinking. As the National Council of Teachers of Mathematics (2000) wrote, "In classrooms where students are challenged to think and reason about mathematics, communication is an essential feature as students express the results of their thinking orally and in writing" (p. 268).
Discourse also encourages students to question the validity of information presented to them. Too often, students fall into the habit of passively accepting information simply because the textbook or teacher told them so. However, in classrooms where students can debate the reasoning of ideas, the focus is on understanding. As NCTM (2000) stated, "The middle-grades mathematics teacher should strive to establish a communication-rich classroom in which students are encouraged to share their ideas and to seek clarification until they understand... The focus in such classrooms is trying to make sense of mathematics together" (p. 271).
One of the challenges facing the implementation of discourse in math classrooms is the lack of time available. It takes a lot of class time for all students to share their ideas and explain their thinking. Many would argue that this time could be saved by telling students if they are correct, then the time could be used to introduce more material. However, Mewborn and Huberty (1999) stated, "When students learn mathematics in a meaningful way as part of a community of learners, they require less repetition and practice. Further, when students are given an opportunity to share their ideas and are encouraged to make connections within mathematics and between mathematics and other subjects, a variety of concepts can be addressed in a single lesson" (pp. 245-246). Put simply, students not only learn more through discourse, but also learn better.
Teachers have always played a significant role in classroom interactions; however, that historical role is much different than the one I have described in this entry. Teachers dominated the classroom talk and were hesitant to relinquish control of it. One example is Hoth (1969), who wrote, "Do teachers talk too much? I'm afraid we do. Much too much. From the time we enter the school in the morning till we leave it at night, we hardly stop talking. We only realize how much we talk when we come to school with a sore throat" (p. 47). Although he wrote this over thirty years ago, such practice is not uncommon today. However, in order for students to understand math, I believe that teachers must encourage discourse in their classrooms. Students can then stop relying on the teacher as the sole source of knowledge, and take ownership over their own learning.
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