Lesson Idea: Learning Objectives

Jessica Till asks a good question on Twitter:

and Graham's response stood out to me:

Turning this around (also mentioned by Will Dunn later in the thread), what would happen if we taught a lesson or went through an activity without positing the objective and then have students state the learning as an exit ticket or closing discussion. What insight could we glean?

Intentions are important, but implementation is harder.

H/T to Darren Burris and Dan Meyer for showing up in my timeline.

The Psychology of Classroom Discussions

I've never heard of the Asch Experiment, but this video is worth watching.

Kaplinsky's article gives some good classroom ideas on how to avoid groupthink in student responses, even highlighting the Desmos teacher view to anonymize responses (which also works outside of math.

During student teaching, questioning was the first thing my training teacher worked on with me. I was prone to asking, "Who knows..." which left the door open to zero responses. Moving to direct questions, "What is...?" or "How does...?" removes escape. I also recall another great post (I can't find it now) about leaving uncomfortable silence after asking a question. Letting several hands go up in the air allows for discussion as you can call on more than the first student.

Mixing Kaplinsky's ideas with leaving room for responses is a great way to help students feel comfortable with replying, even if they disagree with others.

Read the original article here.