Published 30 days ago by Ann Baker
Teachers often tell me that they find it hard to cater for the diverse learners in their classes and that they don't get around to their more capable mathematicians because it takes ages to explain, show and scaﬀold for their lower entry point students who need lots of help to get started, take a risk or get motivated.
To my mind, we need to think about what we are actually doing when we move in too soon to help a struggling learner.
I just googled 'maths help' images and selected these two cartoons to make a few points. But before I do, peruse each image and look for positives and negatives that might arise from the form of interaction presented (okay this is only hypothetical and we have no real insight into the intent but it might stimulate good discussion).
I looked at Image 1 and it seemed as though each person is smiling. But then I looked again and saw:
To me it is images of this nature that perpetuate the idea that the teacher is the 'font of all knowledge', who teaches what it is she wants the student to learn rather than find out what they are ready for so that she can facilitate the learning students next need.
Research tells us that when you ask a student “Do you understand?” they might say “No” once, but after a second explanation and again asked “Do you understand?” will say “Yes” because by now they are feeling really stupid.
Okay harsh? But I want to foreground thinking and talking about what a useful interaction could look like, particularly with our less confident learners.
So Image 2? At least the teacher is sitting at eye level and it looks as though the two students sitting opposite each other might be checking understanding with each other.
Is the girl on the end pointing to something of interest to contribute?
Still we need to ask “Who is doing the thinking and the talking?” After all it is her mouth that is open. And what about the boy with his back to us and arms folded. Is he rolling his eyes or anticipating that any minute now she will just tell him the answer?
So back to the issue, how can we diﬀerentiate and provide for the whole class but, in particular, for those who have disengaged or who struggle?
No doubt you will have some powerful ideas to add to this list. Have a great term!
Want to know more about my approaches? Check out my Natural Maths website here.
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