The Power of Voice: How to Empower and Engage Students ...

The Power of Voice: How to Empower and Engage Students

(and still meet our goals!)

[email protected]

@joleighhoney

[email protected]

@dewgott

Reflect and Discuss

Whenyourstudentsleaveyouattheendoftheschoolyear,whatdoyouwantthemto

think/know/feel/careabout/be?

◆Write your thoughts in the chat box.

What value might nurturing “student voice” add to learning mathematics?

“Toooften,studentsgothroughmathclassthinkingtheirmainjobistoproducecorrectanswers.Inotherpartsoflife,however,successisnotjustaboutwhatwesaybutalsohowwerespondto-- andbuildupon-- whatotherssay.”

-- IlanaHorn

Luzniak, C. (2020). Up for Debate (p. IX) [Foreward].

● Mentallycreateanoutlinethatsequentiallyordersthesixactivities.

● UseDesmostoworkthroughtask:https://student.desmos.com/join/4pn5kz

Toaccesstheteacherversionofthe“PoolParty”Activity,useeitherofthefollowing:

• https://tinyurl.com/poolparty-desmos

• https://teacher.desmos.com/activitybuilder/custom/5f1b63817397c8270dfd1d4f

Next,savetheactivitytoyouraccount(sothatyoucan”createaclasscode”andusewithyourstudents,ortomodifytheactivitytobettersuityourgoals):

1. Signintoyouraccount(orcreateanewaccountifyoudon’talreadyhaveone)

2. Looktotherightoftheactivity’stitleandclickonthe3verticaldots:

3. Select“CopyandEdit”4. NowthePoolPartyactivityshouldbesavedinyourCustom collection(under“Your

Activities”)

What value might nurturing “student voice” add to learning mathematics?

“Toooften,studentsgothroughmathclassthinkingtheirmainjobistoproducecorrectanswers.Inotherpartsoflife,however,successisnotjustaboutwhatwesaybutalsohowwerespondto-- andbuildupon-- whatotherssay.”

-- IlanaHorn

◆How does this activity allow us to build upon what others “say”?

Luzniak, C. (2020). Up for Debate (p. IX) [Foreward].

What value might nurturing “student voice” add to learning mathematics?

“Toooften,studentsgothroughmathclassthinkingtheirmainjobistoproducecorrectanswers.Inotherpartsoflife,however,successisnotjustaboutwhatwesaybutalsohowwerespondto-- andbuildupon-- whatotherssay.Listeningskills,consideringotherperspectives,andchangingyourmindgraciouslyallhelpstudentstobemorethanjustbettermathstudents.”

-- IlanaHorn

Luzniak, C. (2020). Up for Debate (p. IX) [Foreward].

Promoting “student voice” is a vehicle for developing a positive mathematical identity

MathematicalIdentity• Identityreferstoone’sbeliefs

aboutthemselvesasamathematicallearner.

• Astudent’smathematicalidentityisinformedbyhowtheyareaskedtoengagewithmathandhowtheyperceivewhatitmeanstobesuccessfulinmath.

NCTM (2018). Catalyzing Change in High School Mathematics. (p. 28)

MathematicalAgency

• Agencyisouridentityinaction.

• Apositivemathematicalidentitywillmanifestincuriosity,activeparticipation,perseverance,andagrowthmindset.

Instruction that develops a positive mathematical identity

Selectingtasksanddesigninglearningthat• providestudentswithbetteraccesstothemathematics:

• Usingrelevantcontexts• Buildinguponstudents’intuitionandallowingformultipleentry-points• Providingopportunitiestodialoguewithothers

• enhancetheirunderstandingofthemathematics:• Makingconnectionsbetweenmultiplerepresentations• Utilizingtechnologytorepresenttheirthinking• Conjecturing,questioning,defending,reflecting,revising

-- Steve Leinwand

Instruction that develops a positive mathematical identity

Engagingstudentsinwaysthat

• empower,ratherthansort;

• relatetostudents’ownstrengthsandexperiences;

• arebasedonsense-making,notregurgitation;and• utilizeproblemsolvingasavehicletoexploremathematicalideas (notjusttofindanswerstoexercises).

-- Steve Leinwand

Promoting mathematical identity and agency requires a shift in thinking

HowcanIteachmykidstogettheanswer

tothisproblem?

-- Phil Daro

HowcanIusethisproblemtoteachthe

mathematicsofthisunit?vs.

Student Voice, Positive Mathematical Identity, and Remote Learning(oh my!)

https://student.desmos.com/join/4pn5kz

Let’s share ideas

Please share any suggestions of tools, platforms, or protocols that have helped you to effectively promoting student voice and dialogue, PARTICULARLY IN A REMOTE LEARNING SETTING (either in live virtual sessions or asynchronous structures).

https://tinyurl.com/nctm100-share

Let’s share ideasHere’s a summary of responses submitted by participants:Nearpod-questionsembeddedinavideo

Meta-cognitionLogsviaGoogleClassroom

WhichOneDoesn'tBelong?(WODB)

ScreenCastify formakingflippedvideos

Canvaschat Flipgrid explaineverything app SmartLearningSuite

Classflow Geogebra AnswerGarden VirtualManipulatives

classpad.net GoogleClassroom kahoot VisualPatternswebsite

collaborativeGoogleslides GoogleForms Miro Wakelet

Desmos GraspableMath Padlet Mentimeter

discussionboards(e.g.,LMS) Zoomwhiteboard PearDeck Youcubed

EdPuzzle Jamboard inGoogle schoology Zoombreakoutrooms

Let’s share ideasHere’s a summary of responses submitted by participants:

Discussionthreadsthatrequirethestudentrepliestoatleasttwootherstudents(Schoology).Weonlystartedthesemestertwo daysago,sojustgettingthemtotalktoeachonlineinthevirtualclassroomisawin.Theydon'thavefamiliaritywithforumsettings.

GoFormative websiteallowsmetoassessmystudentsandthenIcanchoosetodiscussresponsesfromstudentsorjusttalkaboutananonymousstudent

Googleslides- createadigitalinteractivenotebookwithyourcurriculum.Embedasharedgoogledocasacollaborativeworkingspace.ZOOMbreakouts:Flipgrid - makevideos:)andYOUTUBE:)

GoogleSlidesasacommonworkspaceforWODBandotheractivities(seehttps://www.youtube.com/watch?v=rqgm9yzKi7Iandhttps://www.youtube.com/watch?v=AQMFg4A_dC8forexamples)

Ihavestructuredvirtuallearninginaflippedclassroommodelsothatclasstimecanbeusedonproblemsolvingactivitiesliketheonefeaturedinthispresentation.

Ihaveusedgooglesheetstotakeasurveytogaugepublicopinion.

Let’s share ideasHere’s a summary of responses submitted by participants:ThisyearIcreatedmysyllabusoncanva (feedbackfromstudentswasthattheydon'tevenpayattentiontomysyllbus unlessIgooveritwiththeminperson)totryandmakeitmorestudentfriendly.I'malsotryingaGoogleSitethisyear(GoogleClassroomwashardtonavigateforsome)andthenasoneoftheirfirstactivitiesI'mgoingtodoascavengar huntasawayforthemtoexploremysiteandsyllabus.Then,IemailedallthestudentstoinvitethemtoaGoogleMeetandsowecouldgettoknoweachother,Icouldmakesuretheyareok,etc.But,alsosowecouldcreateourclassnormstotogetherandfigureoutthebestwaythatwemayreachthelearningobjectivesofthecourse.

Iknowthisisnotnewbutscreencastomatic reallyhelpsmeinprerecordingmylessonsoIcanfocusonotherstuffthatmightcomeupinthisvirtualclassroom.IuseALLofGSuites toolsbothsynchronistically anda-synchronistically.Classroom,Meet,Jamboard,Docs,Slides,Sheets,Sitesallhelpmystudentsworkindependentlyandcollaborativelytolearncontentandsharewhattheylearn.IusedaGoogleformtoallowstudentstoviewdifferentwaystosolvesystemsofequations.thinkingaboutstudent'spositiveidentityIwilladdquestionsthataskwhytheychosetheirpath?Simplk12taughtmehowtocreatetheform.IwasusingjustIlluminateandGoogleClassroom. IhavelearnedFlipgrid,GoogleForms,Quizizz,Kahoot,andnowDesmos.

Usethechatforeverymemberresponse- enteritbutdon'tsenduntilIsaygivesmeawhiteboardequivalent.

AoneononeGooglemeetssession.PrivatecommentsthroughGoogleClassroom.Privacyisimportanttomystudents.Askstudentstoexplaintheiranswers.Iftheymakemistakes,encouragethemtoreflectontheirlearningandhowtheycanfixitfornexttime.

Back to the Beginning

Whenyourstudentsleaveyouattheendoftheschoolyear,whatdoyouwantthemto

think/know/feel/careabout/be?

What value might nurturing “student voice” add to learning mathematics?

“Toooften,studentsgothroughmathclassthinkingtheirmainjobistoproducecorrectanswers.Inotherpartsoflife,however,successisnotjustaboutwhatwesaybutalsohowwerespondto-- andbuildupon-- whatotherssay. Listeningskills,consideringotherperspectives,andchangingyourmindgraciouslyallhelpstudentstobemorethanjustbettermathstudents. Theseskillshelpthemtobebetterfriends,classmates,andcitizens.”

-- IlanaHorn

Luzniak, C. (2020). Up for Debate (p. IX) [Foreward].

Thank you for joining our pool [email protected]

@joleighhoney

[email protected]

@dewgott