Reply to VA math changes - ways to speak out

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]

Research also suggests that mathematics tasks which
are group worthy and rich with detail are best suited for
engaging students of all ability levels9
 and hence are well
suited for use in heterogeneous classrooms.

[/quote]

I would love to see examples of this being done effectively; I have yet to see group work assigned at the elementary level that doesn't essentially end up being 'the two top kids in the group have to do everything (and redo what the lower performers have done) in order to turn in a product that will get them a grade they are happy with.'

I know it's done to boost grades (and not to, you know, group off the lower achievement kids), and I don't begrudge them doing it occasionally. I am concerned with the idea if it becomes an everyday occurrence. [/quote]

That Stanford professor shares some practices that were used in successful heterogeneous classes. 
https://www.youcubed.org/wp-content/uploads/2017/03/TIP2006.pdf

More: 
https://www.youcubed.org/resource/group-work/
https://www.youcubed.org/resources/introduction-complex-instruction/

[/quote]

From the first link:
“ A major part of the equitable results attained at Railside was the serious way in which teachers expected
students to be responsible for each other’s learning. Many schools employ group work which, by its nature, brings with it an element of interdependence, but Railside teachers went beyond this to ensure that students took their responsibility to each other very seriously. One way in which teachers nurtured a feeling of responsibility was through the assessment system. For example, teachers occasionally graded the work of a group by rating the quality of the conversations groups had. In addition, the teachers occasionally gave group tests, which took several formats. In one version, students worked through a test together, but the teachers graded only one of the individual papers and that grade stood as the grade for all the students in the group. A third way in which responsibility was encouraged was through the practice of asking one student in a group to answer a follow-up question after a group had worked on something. If the student could not answer the question, the teacher would leave the group to further discussion before returning to ask the same student again. In the intervening time, it was the group’s responsibility to help the student learn the mathematics they needed to answer the question.”

Uh yeah this notion that the quick kids will effectively become teacher assistants once they learn the material is exactly what many of us are mad about!!![/quote]

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