My Favorite No

00:05:46
https://www.youtube.com/watch?v=srJWx7P6uLE

Ringkasan

TLDRLeah Alala, an 8th grade math teacher, implements a warm-up routine called 'My Favorite No' to enhance student learning and engagement. Each day, she collects students' answers on index cards, quickly assesses their understanding, and focuses on discussing mistakes as valuable learning opportunities. This approach creates an environment of support where students are encouraged to analyze their errors without fear of judgment, fostering a dialogue that clarifies misconceptions. Leah's method emphasizes the importance of recognizing correct elements in wrong answers and uses this information to inform her teaching strategies before assessments, ultimately aiming to strengthen students' grasp of math concepts.

Takeaways

  • 📋 Leah uses index cards for warm-ups instead of expensive clickers.
  • ✅ Students write answers on cards to analyze understanding quickly.
  • 📝 Discussing mistakes fosters a supportive learning environment.
  • 🤝 Identifying correct parts of wrong answers builds confidence.
  • 🔍 Engaging students with dialogue about misconceptions increases participation.
  • 💡 Leah focuses on errors to clarify misunderstandings before tests.
  • 🔄 Mistakes are seen as opportunities for learning, not failures.
  • 🔑 Distributing terms correctly is a key focus in math lessons.
  • 📈 This routine has led to improved data on student performance.
  • 🎓 The atmosphere is safe for low-level students to engage without peer pressure.

Garis waktu

  • 00:00:00 - 00:05:46

    Leah, a teacher of 8th grade math, introduces her daily warm-up routine called 'my favorite no'. This involves handing out index cards with problems for students to solve. Leah collects the cards, sorts the answers, and specifically analyzes the wrong answers to identify common mistakes. She emphasizes that mistakes are opportunities for learning, allowing her to gauge understanding and address knowledge gaps before tests. Leah uses this method as a cost-effective alternative to expensive clickers, enhancing student engagement and understanding.

Peta Pikiran

Video Tanya Jawab

  • What is 'My Favorite No'?

    It is a warm-up routine where students share answers to problems, allowing the teacher to analyze mistakes.

  • How does Leah collect students' answers?

    She uses index cards instead of clickers to gather answers quickly.

  • What is the goal of discussing mistakes?

    To analyze misconceptions and promote understanding among students.

  • How does this routine help in student engagement?

    It creates a supportive environment where students feel comfortable sharing their mistakes.

  • What kind of mistakes does Leah look for?

    She focuses on mistakes that show good mathematical reasoning but contain error.

  • Why does Leah prefer index cards over clickers?

    They are cost-effective and provide quick feedback on student understanding.

  • How does Leah ensure students feel safe in sharing mistakes?

    By discussing what they did correctly first, reducing peer pressure.

  • What impact has this routine had on Leah's students' performance?

    It has improved their understanding of distributing terms in algebra.

  • How does Leah prepare for upcoming tests using this method?

    By identifying areas of misunderstanding before the test, allowing for targeted teaching.

  • What types of problems do students work on during warm-ups?

    Problems related to topics being taught, such as factoring and distributing terms.

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Gulir Otomatis:
  • 00:00:10
    hi my name is Leah alala I teach 8th
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    grade math and this is my warm-up
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    routine that I do with my students
  • 00:00:17
    almost every day I call it my favorite
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    no
  • 00:00:23
    okay good morning you guys your warmup
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    is on the board I'm going to hand out
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    your index
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    cards I put warmup problem on the board
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    hand out and next cards to all the kids
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    have them write their answer I collect
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    it and then I sort it and I say yes no
  • 00:00:40
    yes no and I look for my favorite wrong
  • 00:00:43
    answer my favorite no and we Analyze
  • 00:00:49
    That 4 minutes to work on
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    it everyone makes mistakes we're going
  • 00:00:58
    to see your mistakes you're going to see
  • 00:00:59
    my mistak
  • 00:01:00
    mistakes but a mistake is your
  • 00:01:03
    opportunity to share with me how much
  • 00:01:05
    you understand and if I don't know that
  • 00:01:07
    you don't know
  • 00:01:08
    something I need to teach you before the
  • 00:01:11
    test the test is too late and this is a
  • 00:01:15
    great spot for me to teach
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    you make sure your name is on your card
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    put your pencil in your pencil slot and
  • 00:01:23
    pass your cards to the center I started
  • 00:01:26
    my warm-up routine to replace clickers
  • 00:01:29
    that a lot of of classes are buying so
  • 00:01:32
    that was a clicker for each student you
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    ask a question they lock in an answer
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    and then you look at your computer
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    screen and you know what percentage of
  • 00:01:40
    your students understand the problem
  • 00:01:43
    well we didn't have the money for that
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    so instead okay here we go I thought
  • 00:01:46
    well what if I gave everyone index cards
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    collected them real quick with their
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    answers already written on it and then I
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    can just sort them as quick as possible
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    and find out what percentage of my kids
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    know the answer no yes costs 40 cents
  • 00:02:01
    instead of
  • 00:02:03
    $15,000 yes so we have quite a few yeses
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    and some very interesting notes 1 2 3 4
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    I then took that a step further
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    something I couldn't do with clickers
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    look at the ones who are getting it
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    wrong how far are they from getting it
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    right and showing that work to the other
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    kids okay my favorite no someone wrote
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    this I say it's my favorite no because I
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    want the kids to first of all recognize
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    what they're about to see is wrong and I
  • 00:02:33
    want them to recognize that there's
  • 00:02:35
    something good in the problem like
  • 00:02:38
    there's mistake but it's my favorite no
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    because it showed some good
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    math so that's the wrong answer but they
  • 00:02:48
    did some things that I
  • 00:02:50
    love what in that problem am I happy to
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    see we always talk about what's right
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    first so that if it's any students work
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    they are are like oh I did do that right
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    there's mistake but the mistake didn't
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    ruin the whole thing what do I like
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    about this problem gav well um they
  • 00:03:12
    distributed both um with the Forex and
  • 00:03:16
    the -2 very nice and whatever today's
  • 00:03:19
    lesson was on factoring so I needed to
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    make sure they understood how to
  • 00:03:24
    distribute they distributed and what
  • 00:03:26
    what lets you know that they distributed
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    David uh how there are no more
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    parentheses there are no more
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    parentheses and they didn't just drop
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    the parentheses so they're asked to
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    distribute a term with a
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    variable they're asked to distribute
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    twice they're asked to distribute a term
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    with a negative sign which is often a
  • 00:03:51
    very common mistake that kids make and
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    my students do not like I have 3 years
  • 00:03:58
    of CST data now to show that one mistake
  • 00:04:00
    my students do not make is Distributing
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    a negative which is amazing because they
  • 00:04:05
    used to all the time Distributing Nega
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    -2 to -6 is
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    pos2 and that was one mistake I was
  • 00:04:12
    absolutely looking for and I did not
  • 00:04:14
    see which made me very
  • 00:04:17
    happy not until the very end as we've
  • 00:04:20
    gone over different sections of the
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    problem that are right that I will then
  • 00:04:24
    ask okay now what is incorrect what does
  • 00:04:28
    this person not understand where's the
  • 00:04:30
    mistake if I get a third of my class
  • 00:04:32
    raising their hand ready to tell me the
  • 00:04:35
    mistake that it's pretty high engagement
  • 00:04:38
    at that point Mia um 4X * 2x = 8
  • 00:04:46
    2 very nice this 4X * 2x multipli to
  • 00:04:51
    8x^2 can someone convince me of that how
  • 00:04:54
    do we know that 4X * 2x is 8 x^2 my
  • 00:04:58
    lowlevel students are very engaged they
  • 00:05:00
    feel like they're not getting penalized
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    for being wrong they're not being made
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    fun of I'm not looking at them no
  • 00:05:06
    there's no peer pressure at this point
  • 00:05:08
    but they're like wow that's my mistake
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    and now I
  • 00:05:13
    understand it's very comforting I mean I
  • 00:05:16
    feel very with my kids at all
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    times I'm not surprised by what they
  • 00:05:22
    don't know they're not surprised by what
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    they don't
  • 00:05:26
    know it's how it should be
  • 00:05:30
    it creates more of a dialogue with me
  • 00:05:33
    and them
Tags
  • education
  • math
  • teaching
  • student engagement
  • learning
  • mistakes
  • supportive environment
  • index cards
  • warm-up routine
  • factoring