In Melissa's combined Grade 3/4 class her students are pretty comfortable in being mathematicians. They are very aware of what the learning goals of their lessons are, how to use success criteria to improve their answers, and how to reflect on what their strengths and weakness are (mathematically speaking).
She attended a Grade 3 PD session with the program department the other day and loved the idea of seeing her three-part lesson as a Bansho. So she grabbed some long kraft paper and got to work taking her three-part lesson from paper to wall and got the students thinking.
Her "Minds on" was having the students (in partners) decide what the data could represent. After they had done this, she recorded some of their thoughts along each side of the specific graphs. The students then came up with a prediction: They thought all the data in the pictures was of the same thing, but represented in different ways.
As her "Action" she asked the students to think of something that might be true of most of the students in the class, then conduct a survey to see if they were correct or not.
For her "consolidation" she choose to do a congress where two different students shared their work with the class. She photocopied this work and then put it up on the kraft paper where Melissa recorded the "Stars" (things that the group felt they did well on) and "Wishes" (things that the group felt they needed to improve upon). They also created a highlights sheet to highlight what they learned (as a class) from the lesson.
Seeing their lesson as a Bansho allows the students to not only see the progression of their learning, but also refer to it when they are participating in the consolidation of the lesson. Plus, in doing it on the kraft paper it allows you a chance to leave it up for a bit, then roll it up when you are done. Only to bring it out again to help consolidate previous learning into new learning.
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