It went well! There were some minor issues, but by and large, talking about what has been working so far, and what they were having challenges about helped. We then went right into playing Statue.
I used my popsicle sticks that they had written their names on to pick students fairly. This also helped reinforce the idea of the right to pass. Many students elected to pass, but since we were playing the first time, I kind of knew this was going to happen.
This also lends itself to an idea I had about preconceptions. There were a lot of 'don't pick her! She's not funny!'
Next week, I am planning on giving out that comic I showed over the summer about girls being terrible at math.
We're going to talk about judgments, stereotypes and misconceptions, and how it relates to both girls in math, and how the girls themselves were basing their presumptions today playing Statue.
We'll see how effective it is, but I have a feeling that if I do it well, it will really be powerful.
In any case, tomorrow I am going to attempt Hopes and Dreams. We'll see how it goes.
Below are pictures of my ever-evolving classroom
Community jobs students will have eventually: Pass out person, hall leader, plant waterer, and journal distributor. I do not have lesson plans yet in how to begin incorporating these, and would love to hear suggestions about how you all are introducing job roles into the classroom. Please, please share!
Bathroom sign out, as arranged by color coded groups, and attached pen. yay to yarn.
Our very first activity involving Silent Birthday Line up with and without a bar graph structure. Girls had to figure out what was 'easier' to do. Brief lesson in how symbols around them can make life better....
I absolutely love this method. It eliminates all tedious complaints about not being picked fairly, and also lends itself to discussions about probability once we get to that point in math. huzzuh.
okay, hope all is well in the Midwest.
Back to planning I go,
Sara
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