Reflect after reading Chapters 2-4:
How do we form collaborative groups and where will these groups work? Why does room arrangement matter?
Consider the following questions:
- What is resonating with you from the reading?
- What caused you to pause and think during this section?
Respond and Interact
After reading these chapters, please post your response to one {or more} of the prompts above. Read our colleagues' reflections. Feel free to respond to someone by sharing a comment, insight or interesting possibility.
Chapter 3 made me feel great that we partner our team up by drawing playing cards. If we are doing something in larger groups, we use the Random Group Generator and they get to watch it. So, that practice of placing students in random groups gives us the verification that we are getting the most out of them while working together. My partner teacher and I were just talking about creating more vertical spaces for them to show their thinking, as mentioned in Chapter 4. We have a few, but want it to surround our rooms. That will take some funds, so we'll have to wait until next year to really see that implemented the way we want. I think classroom arrangement will be more tricky for us. We have tables and 30 students, so our ability to arrange is limited, at best. I love the research to back up what perceptions students automatically get just by something like table arrangement. I am also loving the "Try This" section to spur on thinking!!
ReplyDeleteThe first time I read this book - defronting a classroom sounded completely crazy to someone who might be a little OCD {like maybe me 😂} But I like how Liljedahl pushes me to think. We can't expect different results if we always do the same thing. If we want a different/better outcome, then we have to change something. Sigh. Change is hard....but change can also be GOOD. I also like how the micro-moves he suggests at the end of each chapter seem very do-able.
ReplyDeleteI love the micro moves and try this sections. I am ordering this book from Amazon, so I can have my own copy.
DeleteI am really exciting about the idea of "defronting" my classroom, but I am noticing I'm struggling to let go of the idea of the carefully constructed 6 groups I have made as it pertains to my point system that the kids respond to and enjoy a lot. However, I recognize it's more important to get students thinking rather than just falling into what's comfortable. I find it's also harder to "defront" my classroom right now with the old projector taking up whiteboard space. I don't want to move my flat panel to cover it because I find that takes even more whiteboard space since I have to have a place for my document camera. I'm debating on whether or not to get into school a little early when we return from spring break and "defront" it before students walk in. 😅
ReplyDeleteSomething else I was thinking about while reading this section and thinking about how I can create more vertical non-permanent space for students to work, is that one of my whiteboards is taken up by the standards we are covering for that day. I am now wondering if it is worth it not to just have them posted up there the whole day.
The one thing that I'm wondering too is about the math lesson warm-ups and how they are curricular focused tasks and are only supposed to take 10 minutes, otherwise we don't have time for the rest of the lesson. However, the rest of the curriculum lends itself in task form, but I'm not sure it is in the same way as described. Should there be additional tasks? Or is what we have in the way of curriculum enough?
I know for sure I'm looking forward to those Wipe Boards we are getting at the end of this class so I can add more vertical spaces in my room. 😉 I am curious about the idea of not having students put things in their desks, but not sure where they will put all their belongings. Not to mention a lot of them cannot reach the cubbies where their books are.
I'm getting a little ahead of myself, I know. 😅
While reading chapter 3 and the benefits of vertical workspaces I was starting to think about my room arrangement and how I could move some of my bookshelves to create areas for vertical workspaces. Admittedly, the space part is a challenge but it got me thinking about how/where I can make the space (side note: I just added Dry Erase Surface by Post-It to my class wishlist, I am excited to try vertical workspaces!)
ReplyDeleteAnd then (mind blown)... I started reading chapter 4 and started really thinking about moving my classroom around and defronting it. I am wanting to roll my sleeves up and start moving my furniture around! I do have my desks currently clustered in groups, but they are all positioned the same way and visually there is definitely a front area of my classroom. Even though it's nearing the end of the year I am eager to move things around this year so I can see how my students do with it. Since I know them so well at this point of the year I will be able to gain good insights as to how defronting impacts their thinking.