TI-AIE: Developing stories: understanding graphs

Reflecting on your teaching practice

When you do such an activity with your class afterwards, reflect on what went well and what went less well. Consider the questions that led to the students being interested and being able to get on and those where you needed to clarify. Such reflection always helps with finding a ‘script’ that helps you engage the students to find mathematics interesting and enjoyable. If they do not understand and cannot do something, they are less likely to become involved. Use this reflective exercise every time you undertake the activities, noting, as Mr Chadha did, some quite small things that made a difference.

Pause for thought Good questions to trigger such reflection are: How did it go with your class? What responses from students were unexpected? Why? What questions did you use to probe your students’ understanding? Did you modify the task in any way? If so, what was your reasoning for this?

Why use pair work?

Pair work is a natural way for students to talk and learn more. It gives them the chance to think and try out ideas and new language. It can provide a comfortable way for students to work through new skills and concepts, and works well in large classes.

Pair work is suitable for all ages and subjects. It is especially useful in multilingual, multi-grade classes, because pairs can be arranged to help each other. It works best when you plan specific tasks and establish routines to manage pairs to make sure that all of your students are included, learning and progressing. Once these routines are established, you will find that students quickly get used to working in pairs and enjoy learning this way.

Tasks for pair work

You can use a variety of pair work tasks depending on the intended outcome of the learning. The pair work task must be clear and appropriate so that working together helps learning more than working alone. By talking about their ideas, your students will automatically be thinking about and developing them further.

Pair work tasks could include:

• ‘Think–pair–share’: Students think about a problem or issue themselves and then work in pairs to work out possible answers before sharing their answers with other students. This could be used for spelling, working through calculations, putting things in categories or in order, giving different viewpoints, pretending to be characters from a story, and so on.
• Sharing information: Half the class are given information on one aspect of a topic; the other half are given information on a different aspect of the topic. They then work in pairs to share their information in order to solve a problem or come to a decision.
• Practising skills such as listening: One student could read a story and the other ask questions; one student could read a passage in English, while the other tries to write it down; one student could describe a picture or diagram while the other student tries to draw it based on the description.
• Following instructions: One student could read instructions for the other student to complete a task.
• Storytelling or role play: Students could work in pairs to create a story or a piece of dialogue in a language that they are learning.

Managing pairs to include all

Pair work is about involving all. Since students are different, pairs must be managed so that everyone knows what they have to do, what they are learning and what your expectations are. To establish pair work routines in your classroom, you should do the following:

• Manage the pairs that the students work in. Sometimes students will work in friendship pairs; sometimes they will not. Make sure they understand that you will decide the pairs to help them maximise their learning.
• To create more of a challenge, sometimes you could pair students of mixed ability and different languages together so that they can help each other; at other times you could pair students working at the same level.
• Keep records so that you know your students’ abilities and can pair them together accordingly.
• At the start, explain the benefits of pair work to the students, using examples from family and community contexts where people collaborate.
• Keep initial tasks brief and clear.
• Monitor the student pairs to make sure that they are working as you want.
• Give students roles or responsibilities in their pair, such as two characters from a story, or simple labels such as ‘1’ and ‘2’, or ‘As’ and ‘Bs’). Do this before they move to face each other so that they listen.
• Make sure that students can turn or move easily to sit to face each other.

During pair work, tell students how much time they have for each task and give regular time checks. Praise pairs who help each other and stay on task. Give pairs time to settle and find their own solutions – it can be tempting to get involved too quickly before students have had time to think and show what they can do. Most students enjoy the atmosphere of everyone talking and working. As you move around the class observing and listening, make notes of who is comfortable together, be alert to anyone who is not included, and note any common errors, good ideas or summary points.

At the end of the task you have a role in making connections between what the students have developed. You may select some pairs to show their work, or you may summarise this for them. Students like to feel a sense of achievement when working together. You don’t need to get every pair to report back – that would take too much time – but select students who you know from your observations will be able to make a positive contribution that will help others to learn. This might be an opportunity for students who are usually timid about contributing to build their confidence.

If you have given students a problem to solve, you could give a model answer and then ask them to discuss in pairs how to improve their answer. This will help them to think about their own learning and to learn from their mistakes.

If you are new to pair work, it is important to make notes on any changes you want to make to the task, timing or combinations of pairs. This is important because this is how you will learn and how you will improve your teaching. Organising successful pair work is linked to clear instructions and good time management, as well as succinct summarising – this all takes practice.

Storytelling

Stories help us make sense of our lives. Many traditional stories have been passed down from generation to generation. They were told to us when we were young and explain some of the rules and values of the society that we were born into.

Stories are a very powerful medium in the classroom: they can:

• be entertaining, exciting and stimulating
• take us from everyday life into fantasy worlds
• be challenging
• stimulate thinking about new ideas
• help explore feelings
• help to think through problems in a context that is detached from reality and therefore less threatening.

When you tell stories, be sure to make eye contact with students. They will enjoy it if you use different voices for different characters and vary the volume and tone of your voice by whispering or shouting at appropriate times, for example. Practise the key events of the story so that you can tell it orally, without a book, in your own words. You can bring in props such as objects or clothes to bring the story to life in the classroom. When you introduce a story, be sure to explain its purpose and alert students to what they might learn. You may need to introduce key vocabulary or alert them to the concepts that underpin the story. You may also consider bringing a traditional storyteller into school, but remember to ensure that what is to be learnt is clear to both the storyteller and the students.

Storytelling can prompt a number of student activities beyond listening. Students can be asked to note down all the colours mentioned in the story, draw pictures, recall key events, generate dialogue or change the ending. They can be divided into groups and given pictures or props to retell the story from another perspective. By analysing a story, students can be asked to identify fact from fiction, debate scientific explanations for phenomena or solve mathematical problems.

Asking the students to devise their own stories is a very powerful tool. If you give them structure, content and language to work within, the students can tell their own stories, even about quite difficult ideas in maths and science. In effect they are playing with ideas, exploring meaning and making the abstract understandable through the metaphor of their stories.

Songs

The use of songs and music in the classroom may allow different students to contribute, succeed and excel. Singing together has a bonding effect and can help to make all students feel included because individual performance is not in focus. The rhyme and rhythm in songs makes them easy to remember and helps language and speech development.

You may not be a confident singer yourself, but you are sure to have good singers in the class that you can call on to help you. You can use movement and gestures to enliven the song and help to convey meaning. You can use songs you know and change the words to fit your purpose. Songs are also a useful way to memorise and retain information – even formulas and lists can be put into a song or poem format. Your students might be quite inventive at generating songs or chants for revision purposes.

Role play

Role play is when students have a role to play and, during a small scenario, they speak and act in that role, adopting the behaviours and motives of the character they are playing. No script is provided but it is important that students are given enough information by the teacher to be able to assume the role. The students enacting the roles should also be encouraged to express their thoughts and feelings spontaneously.

Role play has a number of advantages, because it:

• explores real-life situations to develop understandings of other people’s feelings
• promotes development of decision making skills
• actively engages students in learning and enables all students to make a contribution
• promotes a higher level of thinking.

Role play can help younger students develop confidence to speak in different social situations, for example, pretending to shop in a store, provide tourists with directions to a local monument or purchase a ticket. You can set up simple scenes with a few props and signs, such as ‘Café’, ‘Doctor’s Surgery’ or ‘Garage’. Ask your students, ‘Who works here?’, ‘What do they say?’ and ‘What do we ask them?’, and encourage them to interact in role these areas, observing their language use.

Role play can develop older students’ life skills. For example, in class, you may be exploring how to resolve conflict. Rather than use an actual incident from your school or your community, you can describe a similar but detached scenario that exposes the same issues. Assign students to roles or ask them to choose one for themselves. You may give them planning time or just ask them to role play immediately. The role play can be performed to the class, or students could work in small groups so that no group is being watched. Note that the purpose of this activity is the experience of role playing and what it exposes; you are not looking for polished performances or Bollywood actor awards.

It is also possible to use role play in science and maths. Students can model the behaviours of atoms, taking on characteristics of particles in their interactions with each other or changing their behaviours to show the impact of heat or light. In maths, students can role play angles and shapes to discover their qualities and combinations.

Drama

Using drama in the classroom is a good strategy to motivate most students. Drama develops skills and confidence, and can also be used to assess what your students understand about a topic. A drama about students’ understanding of how the brain works could use pretend telephones to show how messages go from the brain to the ears, eyes, nose, hands and mouth, and back again. Or a short, fun drama on the terrible consequences of forgetting how to subtract numbers could fix the correct methods in young students’ minds.

Drama often builds towards a performance to the rest of the class, the school or to the parents and the local community. This goal will give students something to work towards and motivate them. The whole class should be involved in the creative process of producing a drama. It is important that differences in confidence levels are considered. Not everyone has to be an actor; students can contribute in other ways (organising, costumes, props, stage hands) that may relate more closely to their talents and personality.

It is important to consider why you are using drama to help your students learn. Is it to develop language (e.g. asking and answering questions), subject knowledge (e.g. environmental impact of mining), or to build specific skills (e.g. team work)? Be careful not to let the learning purpose of drama be lost in the goal of the performance.