5/4/2023 0 Comments Rough draft ideasBe Kind.” This message emphasized that she wanted all students to feel comfortable taking intellectual risks. Kathleen expanded the class norms to include Rights of the Learner (Kalinec-Craig & Robles, 2020).Ībove all, she reiterated the message of “Be Brave. The revised norms provided a mindset and framework for how students learn and work together during mathematics class. Kathleen wanted to re-establish and adjust beginning-of-year classroom norms as a part of transitioning into hybrid learning. Creating a culture of rough draft thinking To expand her efforts to encourage student revision, Kathleen introduced two new objectives: (1) creating a culture of rough draft thinking, and (2) enacting mathematics tasks that deliberately invite rough draft thinking. ![]() ![]() Most students attended school in person two days a week and remotely two days a week, while other students remained fully remote. To encourage students to take additional opportunities to learn mathematics by revising and resubmitting their work, Kathleen took the next step during fourth quarter and implemented some of Amanda’s ideas to sustain and extend a “rough draft” mindset.ĭuring these months her district transitioned to a hybrid model of instruction. To support remote teaching and learning during the global pandemic, her school district introduced the online platform Schoology, which could be used as a method for teachers to share assignments and feedback, including grades, with students.Īs Kathleen pursued her action research project, the online platform streamlined and hastened students’ ability to resubmit work with corrections or improvements, as well as Kathleen’s ability to respond to their work with detailed feedback. When she read Rough Draft Math, she recognized that it had a direct connection to what she was already trying to accomplish with her students.ĭuring the 2020-2021 school year, Kathleen conducted an action research project to investigate this question: How does encouraging and employing rough draft thinking in mathematics impact the growth mindset and achievement of sixth and seven grade students? Her school’s International Baccalaureate philosophy and program allow students multiple opportunities to provide evidence of learning through varied assessments and assignments. Kathleen teaches sixth and seventh grade math students in Cleveland, Ohio, where she has been on a mission to encourage students to revise their work, develop a growth mindset, and embrace the value of learning from mistakes. Rough drafts and revision in middle school Students also come to see themselves as significant contributors to the learning of the group, and recognize there are a wide range of ways of approaching math problems. Mathematics classrooms can become spaces where every student understands that teachers see each of them as capable of learning and doing mathematics. Math teachers who incorporate rough draft mathematics practices will find they are amplifying the brilliance in the thinking of historically marginalized students. Their dignity is honored because students’ emerging thoughts are viewed as having strengths that can be built upon through revising. Rough draft mathematics can rehumanize the mathematics classroom by making it a place where students can fully be themselves. When students share their draft ideas, the teacher encourages students to see what they can learn from each other’s thinking and to build upon the assets of their own initial thinking when revising their work. ![]() We want to share some of the why and the how of rough draft process here. explicitly invites opportunities for students to revise their thinking.enacts mathematics tasks that encourage students to communicate to learn about concepts and.creates a classroom culture that welcomes students’ ideas when they are beginning to form and in early stages.In her book Rough Draft Math, Amanda shares a process for engaging students in learning that:
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