This past week in math class, I was letting my students try out the role of teacher in an “Expert Teacher” project in which students would get a chance to teach a topic on data analysis to their classmates. I wasn’t sure how my students would handle the role of teacher. What I didn’t know was, we were on a collision course…
First, on Monday, Sigler 5th Graders got a chance to participate in a Strengths Finder Survey for students. I immediately jumped on this opportunity as a way to organize diverse student groups for this Expert Teacher project.
Next, I had each newly formed group discuss the AVID collaboration model. Students then identified and examined each other’s strengths and used that information to assign group jobs.
The final component of the collision happened the week before. My colleague, Dora, and I spent quality time “unpacking” the TEKS for 5th grade data analysis. Then, we planned a rubric and google slide presentation to communicate the project expectations clearly to students and provide student scaffolding for project success.
Not surprisingly, the collision of programs and collaboration of ideas led to a successful first “Expert Teacher” classroom project. On Friday, as students presented I got a sense of pride as they shared slides, two column notes, and “taught” the class. My teammate, Dora, and I were both impressed with our students’ ability to tackle the role of teacher and proud of ourselves for taking the teacher collaboration portion of planning outside the “box.” Beyond those lessons, I am reminded that collisions are not always terrible…
Sometimes, it is the unexpected collisions of ideas, thoughts, or programs that lead to success.
With that said, a big thank you to Dora and Sigler 5th Graders for this week’s collision course for success!