Video+Critique

An Instructional Video Critique “How to Teach Math as a Social Activity” The development of reasoning and critical thinking skills are extremely important lessons for all students. Unfortunately, these skills have been pushed aside in the rush to find the correct answer. This video provides useful strategies to incorporate both academic content and useful social skills.

Before beginning the lesson the teacher provides a clear explanation of his expectations for the activity. By having the students develop the classroom rules, he has allowed them to take ownership of their behavior and learning. There did not appear to be any misbehaving or off tasks students. By allowing the students time to reflect individually and with a partner, the students were able to develop their own unique solution to the problem. By then “fishbowling” and having the students explain their process to the group, the students were able to strengthen their understanding of their own solution while being exposed to their peers differing ways of thinking.

The classroom environment was one of mutual respect. The teacher was diligent in making sure the he remained positive and supportive with all the students. Individual student’s solutions were heard and acknowledged. When the students were given the opportunity to question each other, they were developing their social interactive skills. Not only were the students growing their critical thinking skills, they were also working on how to properly critique their peers and accept criticism with respect and courtesy to one another.

While this lesson did provide an opportunity in growing a student’s social interactive skills, it did lack a focus on the academic content. Very little time was actually spent on the math part of the lesson. It appeared that the entire time allotted for the lesson was spent completing one problem. While the teacher was appreciative of every student’s response, he did not appear to spend any time helping to correct the students who may not have completed the problem. Also, there seemed to be more of a focus on the students who were more outgoing. What about the students who did not offer their solution or did not question the solutions being offered? How was the teacher able to gauge their understanding of the mathematical or social lessons being taught? Also, could this lesson be modeled in a class of 30 students?

The methods used in this video are relatable in all subject areas and help students to become 21st Century learners. However, the social emotional components of this lesson would fit better into an elementary classroom. Due to the overloaded high school mathematics curriculum there is not enough time to support social lessons. Also, when students develop these skills early on in their education they are better prepared for the rigors of a more academically advanced high school curriculum.

The pair and group work is beneficial to all students on all levels. Having students guide and help each other allows a teacher to circulate and support the students who need it. This is especially true in today’s classrooms where class size is growing. Also, giving students the opportunity to work together, question each other, and compare different methods of thinking allows students to develop the important 21st Century skill of critical thinking.