That’s another name for providing students adequate time to discuss and reason in math instruction. The current issue of Teaching Children Mathematics describes Tracy Shannon’s delightful classroom where math instruction is engaging, hands on, and allows students time to talk and solve interesting problems. The authors, Gina Gresham and Tracy Shannon, provide a useful framework for other teachers who want their students to improve achievement and motivation. Is it reasonable to think this can be accomplished, given all the time and testing pressures faced by classroom teachers? YES!
Here is Shannon’s sample schedule of a 75 minute block of math instructional time:
- 15 minutes: whole-group, teacher-led instruction
- 10-12 minutes: Station 1- Teacher-led activity with small groups
- 10-12 minutes: Station 2- Hands-on game activity with small groups
- 10-12 minutes: Station 3- Computer activity with small groups
- 15-20 minutes: Whole-group wrap-up lesson and exit slip
It’s obvious that this approach requires careful planning and access to digital resources, in addition to developing a community of students who support and encourage one another. The authors also discuss the challenges of mathematics discourse, including how much struggle to allow students as they solve problems. Teaching with mathematics discourse requires a skillful teacher and most likely, a solid team of professionals.