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Written by Brianna DiLiberti | brianna.diliberti@uamaker.nyc
Problem
When students have a question or get stuck, especially when tackling complex problems, they seem to shut down or immediately ask the teacher a question. Students did not use the resources (notes or anchor charts) or interact with each other to answer questions. Additionally, first period served as an extra challenge because many students would arrive late to class and I would find myself repeated directions over and over again.
Hypothesis
If students can identify peer support, then they will rely more on peer support and less on teacher assistance to answer questions, as measured by teacher observation and survey data.
Target group
My target group is my Algebra 2 classes composed of mostly 10th graders and some 9th graders. These are both large, non-ICT classes (30 and 32 students) so I am the only teacher in the room.
Planning & resources
Intro thoughts on self-evaluation
A Way to Increase Students’ Independence in Learning _ Edutopia.pdfTeacher Made Materials
Copy of Cards for GroupingsData collection
Data collection
Baseline data
Student Independence Survey - Baseline Data.pdfMeasuring success
I observed how many students asked each other questions versus asking the teacher questions.
Inquiry Cycle #2 - Baseline Data.pdfOverall findings & impact
Overall, I did not do a great job of implementing this strategy. Since it was the end of the year, it was hard to have students catch on and hold them accountable to checking in with peers. Despite this, I heard some students who raised their hand to ask a question self-correct and say “Oh wait, I should check in with someone at my table before I ask the teacher a question.”
I definitely want to continue using this practice next year, but introduce it from the get go. I also want to find a way to make it go more seamlessly for when students come into class late, perhaps having another card that indicating this.
Actionable steps
If you want to use this strategy in your classroom, I recommend …
Introduce this strategy early in the year so students can get accustomed to the process
Stick with it! Don’t answer students questions until they have checked in with a peer
Use this to pull small groups, have all “trains” check in with a “plane” and have all “taxis” come to a table to remediate misunderstandings together.
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