One day, we had two students who taught the math lesson. In order for the students to prepare to teach the class, they came into my afternoon math class to observe my teaching and take notes. I feel like I should have prepared the students more who were teaching but then at the same time, it was a good **experience** for them to realize that it is difficult at times to teach a group of students when there are side conversations going on, blurting out, not paying attention, etc. I think it was also difficult for the two student “teachers” because they didn’t know the questions to ask in order for the class to tell **how **they came up with the answers. Teachers are able to explain certain topics in more then one way, where as students only know their way of doing things, especially solving math problems. It was good how some of us stepped in to clarify or add to the discussion but mostly were **observing **the lesson. If we continue to have **student led instruction** for the math lesson, then having them observe a regular math lesson led by one of us with more training and experience would make this a positive learning **experience**. Does anyone think we should continue with student led instruction? Thoughts?

There was also a discussion on showing work to solve math problems. It is really important for students to show their work so if they make a mistake, the teacher and student can go back and analyze where the mistake was made. Hopefully, throughout the next couple of weeks, we can get more students to show their work.

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The name of the game this summer is increasing student engagement– if letting them teach the math basics to their peers keeps them engaged with the lesson, I say go for it. That student-led lesson you tried out last Thursday really went well and the other kids did a great job of respectfully listening and participating. If we’re going to continue doing short math lessons every morning, I don’t see any reason why we can’t continue to allow the students to lead the activity.

Perhaps we can combine a couple of different ideas. Remember on Friday when we discussed selecting individual students from the group and sending them to your afternoon class for extra math help? Why not have them demonstrate their mastery by coming back to the sci/math group the next day and sharing their new knowledge with the class?

I think that is a great idea. Let’s try having a few students come into my afternoon math group for the lesson and then the next day, they can take the information that they learned to instruct the sci/math group the next day. This will also allow other students who may want to teach the class be involved with the teaching too.

All,

Knowing what the students will be seeing the next week in McKenzie’s class, I believe that it is a good idea to try this out. I also am wondering if we should try doing a couple of power math lessons each day. We could have the students teach one piece (from what they learned by observing McKenzie’s class) and then one of the math teachers could teach another math topic at a different time of the day. Thoughts?

I believe the student-led instruction approach with this group is crucial as Drake was saying they key to success with pour group of students is engagement. I have selected two students to assist me with my topographic map projects this week, and I am confident this will not only benefit them, but also the entire class. Preparing these selected students to assist would better the execution of mine and theirs collaborative instruction. This form of student-led instruction teaches these kids respect for their peers and also gives them a different perspective as it is not just an adult to student community in the classroom.

Bizzaro also recommended that we have a short math lesson on scale before we throw them into the topography projects, if Anne or Mackenzie could accommodate something from their teachings into this week about scale and also Chris’s baseball stat project, the students will be more inclined to do this project readily and efficiently.

Student led instruction is not to be considered a replacement for instruction by the classroom teacher. It can serve as a conduit for accelerated students or for students that have not bought into the teacher’s expectation to be able to teach them. The students that provide a lesson do need practice. It can begin with small group instruction, an SEA can also provide guidance. In the past I have come up with an EQ that the students need to specifly(sp) need to address. The regular school year provides more time to better prepare student- led teaching (eq. After school).