Today was an assessment day in math class. Students came in we did some ‘priming the minds’ work on the whiteboards as a quick review and then settled into an individual assessment. Fifteen minutes into the experience, I quietly interrupted students for ‘communication time’. They are familiar with this break by now. Students are invited to step away from their work and have a conversation with whomever they would like.
During this break, I listened to an animated conversation amongst a group that was debating what a question meant that said ’round to the nearest tenth of a percentage’. This is what I want! I want students to engage in discourse at all times. Yes, the goal is that students achieve full understanding of a topic and independently demonstrate this. A two minute talk does not detract from the goal and I would like to say that it enhances the process. A talk break stimulates thought processes. Students debated back and forth on what was meant and as a group reached a positive conclusion. This is a lot better than waiting to the end of an assessment and taking time to ‘reteach’ an idea. Since the focus in the class is on solving problems through modeling and explaining ideas, simply holding on to a number (an answer) isn’t enough so students verify ideas and discuss strategies.
My class is constructed around communication and collaboration. Having this time built into assessments sends the message that these skills are valued all the time. Some students choose not to participate in the process as they may be in the zone or not up for communicating at that time, but most find it a welcome addition to an assessment process.