Episode 38: Increasing Equity for All Learners Part 2 - Using Wait time with Pam and Dawn

Desiree Harrison 0:00

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Welcome to Part 2 of the mini-series on increasing equity for all learners. Here we continue to learn from Pam and Dawn about the guiding principles that are a part of Math Recovery and also about the importance of using wait time with all learners.

If you haven't yet listened to part 1, pause here and click on episode 37.

Pam Tabor 0:49

The sixth guiding principle is observing this child and fine tuning teaching. Teaching involves intensive and ongoing observation by the teacher and continuing micro-adjusting or fine tuning on the basis of his or her observation.

Dawn Dibley 1:08

We talked about the zone of potential construction in a previous guiding principle, and I think the zone of potential construction for some students can be very thin, right. It's just so tiny. And we might think we're giving them a good problem and then we find out that the problem is either too easy or too hard and I'll tell you, students let you know pretty quickly, right, if they're frustrated or if they're bored.

So, we think it's important if we can observe the student and micro-adjust - make small improvements to the problems we present so that we can - using my favorite word her again - engender the development of new understanding.

Desiree Harrison 1:46

How you all described and just gave examples of number six reminds me of Peter Liljedahl's research and then how he has embedded the research of flow into his work.

Just the micro-adjusting, the constant - I've read these principles before and have been in sessions with these principles before, but just hearing you all say that, I made a new connection.

Pam Tabor 2:09

The 7th guiding principle is incorporating, symbolizing, and note-taking. Teaching supports and builds on the child's intrinsic verbally based strategies. I should qualify that by saying that not all students are verbal, so, we in the book changed that language just a little bit to include whatever strategy is intrinsic for the child.

And then these are used as the basis for the development of written forms of mathematics, which accord with a child's intuitive, innate strategies.

Dawn Dibley 2:45

To me, the important word in this guiding principle is incorporating because we start with what students do intuitively - whether it's verbal or using a communication device, sign language, just using manipulatives. And then, we add the symbolizing and notating as a way for them to communicate about the mathematics that they are doing.

It's really important that we don't move to abstract symbols or numerals too quickly.

Pam Tabor 3:13

The 8th guiding principles is encouraging sustained thinking and reflection. The teacher provides the child with sufficient time to solve a given problem. Consequently, the child is frequently engaged in episodes which involve sustained thinking. And then reflecting on the results of his or her thinking, so that metacognitive piece.

Dawn Dibley 3:36

And, we've already talked a little bit about wait time and I just wanted to add a comment about including wait time after students have given and answer.

We are very quick to jump in and say, "You're right!" or "You're wrong!" and I'm sure we've all had the experience of students looking on our face after they're given an answer to see if they can see it on their face if they're right or wrong. (3:55)

Transcript in Progress