Here are the other posts in this series:
- New Things I've Tried (and how they've panned out)
- Things I need to tweak for next year
- Post #3 - WSQ chats
- My summer to-do list... which may be a complete joke of getting done ;), but it's always good to have
Post #3 - WSQ chats
I was not 100% satisfied with my WSQ chats this year. I'm not sure what was different from last year, but they just didn't seem to work as well.
[side note: if you don't know what a WSQ is, please check out "WSQing" and my "FAQ" pages above]
I know a few things I wasn't happy about:
- Not enough variety
- This has always been my struggle, so my goal for this summer and next year is to come up with a wider variety of ideas for how to structure the discussion time. Please contribute your ideas here (see live document at bottom of post to view, but if you click on the link you can edit and share)
- Not enough accountability
- I tried a variety of things, from having students write on individual whiteboards (still not 100% engagement, went through WAY too many markers on a limited budget, etc) to writing on paper (once Algebra 1 lost the privilege to use the whiteboards because of not having markers because they wasted them doodling or stole them, I had them actually jot notes on paper to prove they participated). Neither of those I was happy with in terms of holding all students accountable for their participation.
- *Please share your thoughts on holding students accountable for their participation in the comments section.
- Took too much of class time
- I always struggle with this because I want my students demonstrating TWIRLS daily, and this is a great time to have structured Thinking, Writing, Interacting, Reading, Listening, and Speaking time. So it's valuable time, but sometimes it goes on wayyyy longer than it should. Last year I would limit it to 2 minutes in Alg1 and 5 minutes in Math Analysis and that seemed like pulling teeth to get them to talk that long! This year, I feel like I had to get them to shut up and move on to the practice! What I wanted to take 5 minutes they would take 15 minutes of class doing. I don't know why it would take them so much longer and I'm not sure if it's how I explained it or structured it or something...
- Students did not see the benefit
- This doesn't apply to all students, but a large chunk of my students saw this time in class as a waste of time and they would rather just get on with the practice to "get their work done". How do I help my students see the benefit of talking about math with their peers??