Studio Playlist

During the Math Block, we typically move into Studio after a Concept Study.  Two or three learners are in a partnership and work together at a whiteboard; transparency is key. Partners explore problems from a set that require a variety of mathematical understandings, which helps to make differentiation possible.  With these problem sets, learners practice, among many things, the new ideas discussed during a Concept Study in order to begin assimilating the ideas into their stock of knowledge.  This is not “worksheet mastery practice”, rather an opportunity to try out new ideas, rehearse thinking aloud with support from a partner.  This approach is the similitude of a beginner swimmer in a pool or an artist trying out a new technique. 

During Studio, a learner's ability to collaborate is perhaps more evident than in any other element of the Math Block.  As partners work through a problem set, one partner is the designated scribe, yet both partners must reach consensus on the approach to a particular problem as well as the way in which the thinking is illustrated.  Our norm for this collaboration during Studio is captured in a common refrain: “One Marker, Two Minds.”  Thus, effective collaboration, which we essentially define as creating together, is constantly modeled, coached, and commended.  Learners are encouraged to listen critically to one another so that they are aware that learning comes from many sources, especially their peers.  

Additionally, learners are supported as they attempt to use strategic questioning to scaffold for their partners.  All of this coaching that learners receive is lean: teachers drop in and listen to the exchange between partners and give minimal feedback, being careful not to take away the learning opportunity and to provide just enough feedback so that the learners can incorporate it into their practice.  

Lastly, learners work with their partners over the course of several weeks in order for them to have ample time to develop productive partnerships. 

In this video, we look into a Math Block as learners are deep in their Studio work. The video begins by panning around the room to take a look at the partnerships working at whiteboards. We then zoom in and observe as Mr. Moore makes his way around the room, stopping to coach partnerships or offer feedback.

As Navy Band finishes Studio on Day 6 (hour 11 or so), Lisa reflects on the problem set that was given to these young mathematicians, all second and third graders in their first year at Long-View. The problem set is difficult, contains a variety of concepts, and is also lengthy(they had at most 25 minutes to work on this particular day). An important and purposeful message that underlies this: the children are coming to understand we believe they can do this work and they are learning this is where we are going to pace. They will soon reach this milestone and by Day 12 they will more expeditiously complete a difficult problem set and do so with high quality thinking and effective collaboration within partnerships. Setting the bar high is a crucial cultural norm.

It is typical after Studio that we pull together our community of learners to reflect on what went well and what we are still working towards.

In this video, we listen in closely to a partnership as they work to solve the equation 4r/9 = 8/15. The excitement of these two is palpable as they work.

Juliet and Mia work together to simplify the expression 14(12.5). As the pair works, you will notice that Juliet, who is working to scribe the group’s thinking, is also working hard to support her partner through a series of questions.

Want your own Number Lab Whiteboard? Here’s a video that explains how we make them!