Learning and Leading - August 2011

blog (see “Sample Blog Starter Problem,” page 20). I also post a blogging rubric so students understand how I will grade their responses (see “ Blogging Rubric,” page 20).

I soon discovered that students would much rather write math strategies in a blog than on paper. At first, it took them three or four attempts to answer a question well, but they adapted quickly. Each time they blogged, the quality of their work and their level of understanding improved. Their use of academic language increased as well. Overall, this approach helped students develop the ability to problem-solve at a deeper level. When students took the TAKS, they were able to take apart each problem, analyze it, and creatively apply problem-solving strategies to improve their performance.

I also use MathBloggers to provide a forum where students can ask for and get help from their peers. I give them extra credit for correctly answering a question in detail for another student, which encourages collaboration and strengthens critical-thinking and problem-solving skills. One student was struggling to understand a problem involving two parallel lines cut by a transversal and asked for help on MathBloggers. A second student offered assistance and described in detail, using words only, what an alternate exterior angle was and what an alternate interior angle was. This process helped both students go through the problem step by step and deepen their understanding. I also found that students who helped their peers with homework questions on MathBloggers improved their own grades as well. By teaching their peers, many went from average to above-average performance.

This collaboration outside the school day also carried over into the classroom. Students felt more like they were on the same team. As a result, discipline issues decreased and motivation and participation increased.

Tips for a One-to-One Classroom

setting Expectations

• Make it a class rule that students can help one another but can never touch another student’s computer. That way, you can be sure learning occurs even when students help one another.

• Always have a low-tech backup lesson ready in case the technology fails.

Managing classroom Behavior and disruptions

• Create a frequently-asked-questions (FAQ) webpage or binder of self-help instructions. Teach the class how to locate and use them. If using a binder, split the FAQs into related areas with dividers. For younger students, include picture support.

• Establish the “try three before me” rule. This means the student tries three other methods before interrupting the teacher. These methods may include using the help or support feature on a software program, using the FAQ binder or webpage, or asking a neighbor.

• Use colored paper cups to signal for help. For example, a blue cup means “all is well,” and a red cup means “help is needed.” Students should place the red cup on the computer or desk and go back to work while waiting for the teacher to assist.

• Develop a team of student experts who can assist students with computer projects. Rotate this job every six weeks.

• Provide online educational resources for students to explore when they finish early. Create online learning centers to provide differentiated instruction.

Evaluating computer projects

• Have a gallery walk. Allow students to walk around the room and view their peers’ work. This generates good ideas for the next lesson and allows students to say something positive about each other’s work.