Possible Selves
“What we learn in school is much more than the disciplines of mathematics, reading, history, and science. We learn who we are. And these identities, in turn, affect not only how we learn or fail to learn the subject matter at hand but also who we become—what we pursue, what makes us happy, and what we find meaningful described in terms of possible selves—the hoped for, potential people we can become.” - JRME
The start of a new school year brings a profound opportunity to support young learners in their journey of self-discovery in becoming who they wish to be … their possible selves. It is also an opening for educators to grow alongside their students. What an amazing time! So, how do we support the learners in front of us?And specifically, how does this apply to the math classroom? In this blog we consider the answer to these questions with the ideas of branding and facilitating positive student discourse.
BRANDING
We use the beginning weeks of the school year to form relationships with our students, and we allow students to showcase their identity. Because identities are shifting and changing, we need to find ways to continue those activities throughout the year. For example, maybe in the fall a student very much sees herself as a soccer player, but when that season ends, she sees herself very differently. Maybe one student thinks fractions are the most amazing thing but then loathes division. Because the landscape of ever-changing life impacts identity, it is important that we help students to key in on what makes them uniquely themselves.
In his blog Discovering Who I am, Eugene Beresin, M.D., M.A. describes identity as “our brand—our own Nike swoosh.” Students are often looking for a way to differentiate themselves from their peers - their personal brand. We can include activities like the one below that help students think about who they are and who they would like to be. Including a design component to this activity where students have the option to create a visual for their brand would tap into students creativity and self-expression.
Another way we can help students think about their personal brand is by exploring students’ names. Our names say a lot about us as individuals. This blog connects teaching empathy while exploring the importance of names through the use of storybooks.
To turn our attention back to mathematics, here are two math activities around names:
What does branding and fostering a positive identity look like in the math classroom? We can think about this in terms of providing an academically safe environment for student discourse.
DISCOURSE
The TRU framework gives guidance around developing positive identities and classroom discourse plays a key role. The visual below presents a list of reflective questions as we consider our math classrooms and our role in helping students.
This framework asks the core question of “What opportunities do students have to see themselves and each other as powerful doers of mathematics? And, how can we create more of these opportunities?” Jessica Bishop’s provides more insight on this question and the role of discourse in her article, “She's Always Been the Smart One. I've Always Been the Dumb One”: Identities in the Mathematics Classroom from NCTM JRME (2012). She tells us,“ the ways people talk and interact are powerful influences on who they are, and can become, with respect to mathematics.” She gives us the example of “a classroom in which a teacher consistently refers to her students as mathematicians. This type of discourse move is an overt positioning act meant to clearly reflect and encourage students to enact a desired identity.” Over time, these students come to see themselves as mathematicians because that is what they are consistently told they are -a simple yet powerful use of language to support positive identity formation.
So, how do we use discourse between students as a positive influence on the development of mathematical identity? From the Accountable Talk Sourcebook of the University of Pittsburgh, we learn that “When classroom talk is accountable to the learning community, students listen to one another, not just obediently keeping quiet until it is their turn to take the floor, but attending carefully so that they can use and build on one another's ideas. Students and teachers paraphrase and expand upon one another's contributions. If speakers aren't sure they understood what someone else said, they make an effort to clarify. They disagree respectfully, challenging a claim, not the person who made it. Students move the argument forward, sometimes with the teacher's help, sometimes on their own.” The atmosphere here is conducive to positive identity building. Setting this in motion takes time, and planning on the part of a teacher. The list of planning questions below are helpful in preparing for accountable talk within lessons:
Is this math task or problem rich enough to sustain an extended group discussion? Will I be able to orchestrate a coherent conversation, helping the kids build up a coherent line of reasoning, in response to this question?
Will this question or problem work best as a whole group discussion, as small group work, or as partner work?
Should I set this topic up with a whole group discussion and then stop at a certain point and have the students turn and talk with partners? If so, precisely when should I tell them to do partner talk? What questions should I have them think about with their partner? Will the partner talk take up too much time, and will they get out of control on their own?
If the group discussion after the partner talk turns out to be rich, will I still have enough time to do some kind of recap, pointing out the big ideas we've focused on?
What are the likely ideas, theories, predictions, or conjectures the students will have in response to my question?
What are the students likely to say in response to my question, and how will I respond? For example, what will I do if someone pops out, right off the bat, with a "correct" answer? Should I evaluate it as correct or just let it hang in the air?
Is there more than one valid interpretation, answer, or position so that many different ideas can be put on the table for the group to consider?
Will this question or problem work best as a whole group discussion or as small group work? Should I start off with the students working silently as individuals for a few minutes and then shift into partners or groups?
What will I do if only one solution to the math problem is put forward?
What will I do if only a few students want to talk or if the boys dominate the conversation?
If the discussion is very rich, should I let it continue until the end of the period, or should I end it at a certain pre-set time so that I have time for a brief recap of the big ideas or the arguments we have built together?
There is much to consider. Making space for the planning of accountable talk within a lesson is a crucial step in supporting our classrooms and our students.
There is no doubt that helping students develop and share their brand as well as supporting positive discourse all play a role in identity formation. The math classroom is ripe with opportunities to support this important work. As you move through September, let’s keep in mind the powerful role we have as educators in helping students discover their unique, possible selves!
What are some ways in which you have helped students and educators move towards their possible self? Please share!
Share your thoughts with me at @LooneyMath