Example 1: Successive Pair Share
Example 1: Successive Pair Share
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Pre-Write: Have students, individually, look at a problem and write down their idea/reasoning for solving the problem a certain way, or any thoughts or questions about it, in complete sentences if possible. This is the pre-write sample; there will be a post-write to see if the sharing with others makes a difference. [Optional scaffold: Provide part of an initial draft for students to begin with that contains the language needed for an important idea.]
Think Time: Then give a minute for students to think about what they will say to the first partner to explain what they are doing, or did, to solve. (They can't look at what they wrote while talking).
Structured pairing: Using a successive pairing structure. (For example: Have students get into groups of 6 or 8, with inner circles of 3 or 4 facing outer circles of 3 or 4. Remind students that oral clarity and explaining reasoning are important. Even if they have the right answer or they both agree the goal is either (1) to be able to clearly explain it to others as a mathematician would, or (2) for the other person to truly understand the speaker's ideas. Goal (1) is appropriate when students are futher along in the development of a concept; goal (2) is appropriate closer to when students are first introduced to a concept.
In pairs: When one partner is listening, he or she can ask clarifying questions, especially related to justifying (Why did you do that?). The other person then also shares and the listener also asks clarifying questions to draw more language and ideas out of quiet partners, if needed.
Switch: Partners switch one, two, or three more times, strengthening and clarifying their ideas each time they talk to a new partner. Optionally, turns can emphasize strength (focus on math concepts and skills), or clarity (how to descrive the math to others. Scaffolds can be removed with each successive pairing to build student independence.
Post-write: Have students return to seats and write down their final explanations, in sentences (they can use drawings, too, explained by sentences). Turn in.
Example 2: Convince Yourself, a Friend, a Skeptic
Example 2: Convince Yourself, a Friend, a Skeptic
Students create three iterations of a mathematical argument or justification for three different audiences.
For the first draft, students explain or justify their argument in whatever way initially makes sense to them.
In the second draft, students are encouraged to explain WHAT they know and HOW they know it is true. Their explanations should include words, pictures, and numbers. They trade their written arguments with a peer who acts as a "friend" giving feedback on these components (WHAT and HOW).
The third draft, students are encouraged to explain WHY what they know is true by supporting their claims with evidence. Their explanations should include words, pictures, numbers, and examples. They should include examples that look like they might not be ture but actually are. They should anticipate and address counter-arguments. They trade their written arguments with a peer who act as a "skeptic" giving feedback on these components (WHY, examples, counter-arguments).
Click on the button below to learn more about MLR1: Stronger and Clearer Each Time
Adapted from Los Angeles County Office of Education: Using the California English Learner Roadmap Teacher Toolkit
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