Teacher Learning - Reflect phase
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Post-lesson discussion: The research lesson instructor asks for ideas about a problem that arose during the lesson when some students created units of an arbitrary size (using a notebook grid) and called them “eighths” rather than dividing the whole meter diagram into eight parts in order to create accurate eighths. Some students did not understand why two similar diagrams produced different results, so the teacher was faced with a decision about how to proceed with the discussion. Colleagues relate this to the more general dilemma of how to support students to learn from mistakes without heavy-handed “teacher telling.” A colleague notes that the tension between two different answers could be an important motivator of student learning, and suggests following up on a specific student comment--“I wanted to make sure they were in the middle”--to enable students themselves to discover the difference between the two strategies.
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