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>>student 1: ...would be 64. And that's what I got for number 8.
>>student 2: Hold on...I found a mistake I feel like in one of your problems.
Because 25 x 2 - you think it is 60. Right?
>>student 1: Yeah, ... >>student 2: I got 50. I got 50.
>>student 1: No, 'cause look - 5... Oh yeah.
>>student 2: Mistakes... you always need them.
I think. I don't know. >>student 1: Ok. Thank you.
>>teacher: Peer coaching is a strategy that in the structure that helps students work
together - with parameters of roles and holds both students accountable for
their learning and their coaching. The students partner up together one of them
becomes partner 'A' and one becomes partner 'B'.
So in the first round 'A' will look at the
problem, will discuss with their partner and tell them how they think they will
solve it. And then partner 'B' will look at partner 'A' and say ok I see what you've
done here and either they'll agree and they will write down the answer or
they'll say, well we may want to think about doing this a little differently and
they'll coach them through how to do it.
>>student 3: First we do the exponents, so that's 10?
You agree? >>student 4: Uh huh. Oh wait, no. no.
>>student 3: 20? >>student 4: 5 x 5. You have to do...
cause.. >>student 3: Ohhh. Yes, yes, yes
'cause this one and this is supposed to be 5 as well?
>>student 4: Yeah.
So you're times 'ing it by 2, so if it was 3 it would be 5 x 5 x 5.
>>student 3: 25. So it's 25.
So then multiply 25 x 2 and do that on the side.
That equals 50. >>student 4: Uh huh. I agree.
>>student 3: plus 4 = 54.
>>student 4: I agree. Great job on that one. >>student 3: Thank you.
>>teacher: It works better having each of them
accountable for one problem and also accountable of coaching the other person
because then they both have buy-in to what the answer is. And I found in the past
that if you just have them work with a partner one person takes over and then
the other one just kinda follows along. One of one of the advantages of peer
coaching is as a teacher with thirty-four students, I have often gone
around you know circulate around the room and it...I go to one student they had
a question then I turn around and another one had a question by that time the same
same student over here has the same question again. So now I've got half of
the class coaching half of the class and the students seem to really like it
because they-they like to listen to each other sometimes more even than a teacher
in front of the whole class.
>>student 5: Ok. so 14 - 3 is 11. >>student 6: Good.
>>student 5: times the 9, and divided by the 3.
9 x 11 is 99. >>student 6: Ok. That's good.
>>student 5: 99 divided by 3 is 33.
And the answer is 33. >>student 6: Good.
It is 33. Yeah it is 33. Good job.
>>teacher: So if they've already asked their partner and they're stuck at
that point they have a signal. Instead of raising their hands they put
their hands together and put them up in the air then I see ok they've already
asked each other so now they need me and I'lll get over to them.
>>student 1: 16...16 x 2.
>>student 2: Wait. Wouldn't it be 6 x 2? Because that is between that.
>>student 1: Yeah, but we still have to something with the exponents.
>>student 2: We we could just leave that there and wait for the end of the problem.
>>student 1: Do you want to ask Ms. Flanagan? 'Cause I think we should...
>>student 2: Let's ask our teacher. Yay. High five.
>>teacher: I think the growth that I'm seeing using this strategy
is because they actually have these roles that they're-they're assigned to.
and they have to stick to the structure. So it holds both of them again accountable
for it.
>>student 1: Ok. Now for number 6. We have parantheses so it would be
6 - 3. >>student 2: Yeah I need to do 6...minus 3.
>>student 1: which is 3. and then after we look for exponents - there are exponents.
There are exponents. >>student 2: There's one exponent.
>>student 1: So first we do the exponents. So 10 x 10 = 20. Wait.
>>student 2: 10 x 10. >>student 1: No wouldn't that be...
>>student 2: The power of 10s. >>student 1: Yeah. Wouldn't that be 100?
>>student 2: Yeah.
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