TL4: How do I redirect pupils who are not effectively engaging with the scenario?
The following vignette is written by one of the teachers who helped develop the case and who trialled the first version of the case with her Year 7 class. The vignette illustrates how she tried to keep the discussion in Lesson 1 focused on saving the joey. There was an important lesson that emerged from this experience, which is reflected in the current materials
Several suggestions are given at the end of the vignette for different pupil reactions to TL4
Prior to the first lesson, I had set up the room with posters of kangaroos and wallabies and I had the scenario ready to show on the overhead projector. The pupils did not notice the posters until I pointed them out. I told the pupils that we were going to do something a little different for the next five lessons and asked them to be prepared to go out of their comfort zone. I did not give them any clues – but asked them to try to ‘go with the flow of the lesson’ and discover as we went along.
I showed them the scenario and then asked the class for initial comments..…then waited. I had hoped that the pupils would come up with a key question – what would need to be done to save the kangaroo? Instead, they observed that if we did save the joey that we would not be allowed to keep it anyway, so wouldn’t you just take it to the nearest vet or police station? Good point, I said to the class.
I had to think quickly on my feet here and came up with the idea that they needed to change from school pupils into wildlife officers (ie role play) – to a give a valid reason for the Task. I sought and gained general agreement from the class that they would role-play for the next few lessons.
The next problem, which I encountered, was pupils who did not want to be putting their hands in to a kangaroo pouch to check for a joey. We discussed this as a class and eventually decided that if we really wanted to help the joey, we would need to find it first. We then came up with what you would do/need to get the joey out of the pouch– eg gloves/another person/torch/old rag to keep it warm.
I still did not feel that I had them interested; rather, I felt they were really going along with the discussion as I had asked them to do so. Some boys were starting to offer silly suggestions and I could see the class going off-track again.
In an effort to engage each pupil fairly quickly, and again thinking on my feet, we then focused in on the 12 cm and 60 grams in the scenario – I asked the pupils to estimate the length 12 cm with their hands and to have a friend measure it with a ruler. This hands-on activity was very successful (and very obviously mathematical, in the pupil’s eyes). Many pupils were surprised at how incorrect their estimation was. I then asked them, for homework, to define the weight of 60 grams in everyday terms. Their answers the next lesson included an egg, a small Mars bar and 60 ml water.
The lessons which the developers learnt from this initial trialing of the case, were incorporated into subsequent developments and writing.
With hindsight, it became obvious that one of the reasons for the pupil’s lack of focus on the Task, and their puzzlement as to why we talking about kangaroos in a maths classroom, was that they did not realize that the ‘maths was coming’. The pupils needed explicitly to know that they were going to use some maths skills in solving this problem and that a major component of this case, was to identify the maths skills as they emerged. Subsequent trials were adjusted so that teachers did highlight to the pupils that there was a great deal of maths that was involved.
The following comment on this vignette is written by on of the academic observers.
The teacher wanted to use the scenario and posters to initiate a somewhat free flowing discussion with minimum direct teacher control. The teacher had a clear vision, about where she wanted the discussion to go, but the pupils were very much ‘in the dark’ as to the direction of this and subsequent lessons, and so found it difficult to remain focused and engaged in the discussion.
These two intentions were likely to clash and indeed, resulted in the pupils going “off track”. The scenario provided a context and set of issues that were intended, in a short period, to stimulate some general real-life discussion with possibilities of how one could use maths to help solve the problem. This was a maths class, in which these types of discussions rarely occurred. The teacher had less ability to be able to use unexpected pupils comments, than if this discussion occurred in a subject where kangaroos or road kill etc were of more general interest, and perceived to be more relevant to the subject matter.
This dilemma will be most acute the first time a class engages in this sort of activity, but will be much easier to manage the second time, when the pupils can envisage how this sort of introduction can lead to some fun/interesting/relevant maths.
The following IF/TRY points are strategies which could be used to counteract other diversions
IF/TRY points to note from this vignette:
IF the pupils stray from the Task, eg start talking about trucks or holidays etc
TRY refocusing the group – eg scribe on board for suggestions from class
TRY “Think, Pair, Share” – pupils Think of ideas on their own for 30 secs, then Pair with a partner for 30 seconds, then Share with the class
IF the pupils show an aversion to the Task eg feeling for the joey
TRY talking different strategies of getting joey out with them, eg gloves/another person
TRY “OK, let’s suppose that someone else has rescued the joey and has brought it to your place for you to take care of it”
IF the pupils do not appear to be engaged in the Task
TRY asking them to come up with a series of questions, which are important to answer if they are to look after a joey hence giving them ownership of the Task. These questions could then form the direction which the subsequent lessons could take
TRY reminding them about the overall Task Big Question
TRY finding an example in the class where someone has had to look after an orphaned animal eg bird, kitten and ask that person to relate their story
IF The pupils say “what has this got to do with maths?” OR “When are we going to do some maths”
TRY We will be doing some maths, but this time it will not be so obvious. I want you to try to be on the lookout for when the maths happens. When it does happen, put your hand up and tell the rest of the class.
TRY Most of the time we do maths from our textbook. But this time we are going to see where and how maths can be used in our everyday lives Your job is to try to discover how maths is used to help us work out the best way to help an orphaned joey