Continue sharing those good ideas.
At the end of almost every math lesson, 1-3 mathematicians share their work with their classmates. Students ideally put their work under the document camera and point to and verbally explain their process for how they solved a particular problem. This approach is fantastic for students learning English as a second language and for students who need to practice slowing down and explaining themselves carefully. At other times, the class might analyze a student’s work “Angie” and determine what process they think she used to solve the problem. Students might turn and talk to a partner and say, ” I think Angie multiplied first, then she subtracted.” “Angie” might confirm or expand on what the students said about her work. Then, teachers might invite students to try out their peers’ work in the future, celebrate the student’s efforts, and then move on.
I think we might be missing out on a powerful opportunity when we stop sharing student work right there. We can share the students’ good ideas, techniques, and strategies for days, weeks, and months to come when we create anchor charts of those good ideas and hang them for all to see.