tag:blogger.com,1999:blog-2164056492808233470.post6435080053028953523..comments2017-10-20T06:25:22.635-08:00Comments on Love of Learning Blog: Five Benefits of Brainstorming in the Math ClassroomKristi Grandehttp://www.blogger.com/profile/01484577784454814361noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-2164056492808233470.post-85941274264724367342017-10-20T06:25:22.635-08:002017-10-20T06:25:22.635-08:00The article about the benefits was useful to me I ...The article about the benefits was useful to me I am a student at university of Namibia studying to be a math teacher and i am failing to answer the question that says how can mathematics teachers use brainstorming when they introduce new conceptMartha Ngundihttps://www.blogger.com/profile/00997887841678621396noreply@blogger.comtag:blogger.com,1999:blog-2164056492808233470.post-2684988870576921442011-11-07T09:52:32.389-09:002011-11-07T09:52:32.389-09:00Thanks for sharing how you're brainstorming wi...Thanks for sharing how you're brainstorming with students! Have you noticed a difference in student perceptions about their mathematical knowledge/ability since you've started brainstorming before a lesson? <br /><br />There are a lot of strategies that you can use for brainstorming. Many are just variations of each other. You described a quick brainstorm where students just comment on what they know about a topic. That is a great start and is an excellent strategy for a review lesson or for times when you're really low on time. It would be helpful to consider writing this down as a class list, so you can go back and refer to it or add to it at different points in the lesson. Having the list also gives students a visual to show what they knew compared to what they're learning. Start the list in one color during the initial brainstorming session and use a different color later to add new learning. A 3rd color could be used to correct any misconceptions that come up in the brainstorming. <br /><br />You could also brainstorm in a Think-Pair-Share format. Have students think about what they know for 30 sec to a minute, then share with a partner for 30 sec to a minute and finally share with the class. This doesn't have to take much time and allows students to reflect and collaborate before sharing with the entire group. Here's a link for a graphic organizer to use with the Think-Pair-Share: http://www.kristigrande.com/uploads/ThinkPairShare_Graphic_Organizer.pdf<br /><br />If you want to incorporate movement into the brainstorming, you could put up butcher paper around the room with various topics, vocabulary words, or questions, etc. Have students spread out to the different posters. With their group, they can brainstorm the topic/question on the poster for a given time, then have each group move to a different poster and add their ideas/prior knowledge to the list that was started by the previous group. Keep this up until each group has been to every poster. Then you can discuss what students have written or save the discussion for a later time. This type of brainstorming activity is good to use before starting a new unit of study. For example: if you're starting a measurement unit, you could have Perimeter, Area, Circumference,Volume, etc. written on the posters. Have students do this brainstorm at the end of the period the day before you start the unit (or even a few days prior to starting the unit). You don't even have to address it until the day you begin the unit. Doing the brainstorm before the unit begins, activates prior knowledge about vocabulary/concepts and gives students time to reflect on what they already know about the topic. By giving students this time to reflect on the topics before you start the unit, they may be ready to add to the brainstorm before you even begin the first lesson.<br /><br />These are just a few ideas/suggestions. I'll share more ideas, strategies, and graphic organizers in Part 4 of the series. Don't want to give it all away here! <br /><br />Thanks again for sharing what you're doing with your students. Please keep us posted as you continue to use new strategies for brainstorming.Kristi Grandehttps://www.blogger.com/profile/01484577784454814361noreply@blogger.comtag:blogger.com,1999:blog-2164056492808233470.post-85703354426474704992011-11-05T07:28:39.987-08:002011-11-05T07:28:39.987-08:00I have just recently started brainstorming with my...I have just recently started brainstorming with my math classes. It is usually in the form of "tell me what you know about..." We haven't written anything down, we just have a group discussion with students raising their hands and commenting. I am wondering how you have students brainstorm. Do they just make a list? Do you use graphic organizers? If so, which ones do you use? <br /><br />I do think it is important to make connections to prior knowledge when introducing a new topic. And, I like hearing about what they already know. My students often know so much more than they think they know. Sometimes they just don't know the vocabulary (integers, as opposed to positive and negative numbers, for example).<br /><br />I will be looking for parts 2,3, and 4 in this series!debvanohttps://www.blogger.com/profile/03792704222525317436noreply@blogger.com