Blog Post #3
In Hack 4, the author shares two images, Image 4.1 (page 76) and Image 4.2 (page 83). Consider the last discussion you led, which image was represented in that discussion. If you are a pinball wizard, how do you do it? If you are not a pinball wizard yet, what can you do to become one?
I am not a pinball wizard. I play a lot of ping-pong in my room. I have been looking at becoming more of the pinball wizard type. I am getting better at being the guide on the side, but it is challenging. I need to allow for more building and open discussion in my room. It is easier to play ping pong. One pinball area that I have done successfully lately is a Silent Chalk Talk. The students could only communicate to each other on the large sheet of paper that we put in front of them. They had to agree/build/challenge each others statements. It was a great day and I need to do more of this.
ReplyDeleteThinking about Hack 4 and the two images the author shares, I’d say my most recent class discussion looked a lot more like Image 4.1 on page 76 than the “pinball wizard” version in Image 4.2. The conversation tended to bounce back and forth between me and individual students rather than moving organically from student to student. It wasn’t a bad discussion, but it definitely wasn’t the dynamic, student-driven pinball pattern I’d love to see more of.
ReplyDeleteMy goal is to shift closer to Image 4.2, where ideas are bouncing around the room without always funneling through me first. I want students responding to each other, building on one another’s thinking, and naturally carrying the discussion forward. But I also realize that doesn’t just magically happen. Students have to be taught how to do this, how to listen intentionally, react appropriately, ask clarifying questions, agree or disagree respectfully, and extend someone else’s thinking.
To move toward being a real “pinball wizard,” I know I need to model these moves, practice them with students, and build structures that support student-to-student dialogue. Over time, my hope is that they won’t rely on me to direct every exchange. Instead, they’ll develop the confidence and skills to make discussions feel more alive, collaborative, and student-centered, exactly like Image 4.2.
My last discussion was a ping pong one. I taught First Grade. At this age, students need clear understanding of the subject we are discussing. It is very evident which students have a richer vocabulary/experiences and have the skill to carry on a conversation. I usually explain what it is we are to discuss-give background information especially if the children have nothing to relate to. From there we start conversations about or how this relates to them. The one discussion I think of is the one about Nouns. In First Grade we talk about all the nouns in our room. It was amazing how the ones I thought were unengaged were the ones listening and added the most to the conversation/discussion.
ReplyDeleteMy last discussion with students was the 'ping-pong' method. We had just finished a unit on the Rorschach test, and everyone had to look at the same ink Blot and then draw what they think they saw. They had to write a 1-sentence description of it under their sketch to help with my quiet student's anxiety ( they'd already have an answer to say). Afterwards, students in their groups talked about what they saw, and discussed how each person's interpretation was based on their personal experiences. Many gave great feedback, and students discussed how a person can have a different emotional reaction or perspective on art.
ReplyDeleteMy classroom is definitely a pong-pong room. I ask the question and then have one or two students respond. I do my best to have students build on each other's comments, but many times I have "crickets" in the classroom. I have a difficult time not being in control of what goes on in my room, and if I ask the questions I know that the students are getting the material that is needed. I need to break away from the "control" issue and make my classroom more of a pinball environment.
ReplyDeleteMy last discussion is was for sure ping-pong. Most of them are. It is hard to get students to talk back and forth in an engaging way where they are also learning. Something that takes time and practice for students to get good at. I think ping-pong discussions as beneficial as well because you can ask questions to get students thinking in the right direction. However, pinball discussions would be good to have students keep digging deeper with meaningful questions as well.
ReplyDeleteFor the last discussion that I have within my class was the pinball method. Students have better conversations with each than just having 1 or 2 students respond to my question. Many students will shy away from answering questions if it is in front of a group. The students are more willing to talk if they can talk in a small group. My students also feel like the pressure comes off when they get to present in front of a small group as well.
ReplyDeleteI think most of my discussions with students are ping pong. I know its not pinball, but when I do ask questions without calling on someone, I don't mind if students respond at the same time. I can definitely see how teaching a pinball approach would benefit the learning in my classroom. The students would engage with their peers to clarify their thoughts and gain deeper under
ReplyDeleteThinking about Hack 4, my most recent discussion in PE looked more like Image 4.1 than Image 4.2. We were talking about fitness goals and training choices, and most of the conversation went back and forth between me and individual students. Students were engaged and listening, but I was still the main hub of the discussion. It felt productive, but it wasn’t the student-to-student “pinball” style conversation shown in Image 4.2.
ReplyDeleteAs a teacher and a coach, my goal for discussions is for them to feel more like a team huddle than a Q&A session. I’m not a pinball wizard yet, but I’m working toward it by being more intentional about teaching students how to respond to each other, not just to me. Using small groups, clear expectations, and prompts that require students to build off a teammate’s idea can help shift the energy. Over time, I want ideas bouncing around the room the same way they do in practice, with students learning from each other and taking ownership of the conversation.
My classroom is definitely more of the ping pong classroom and not a pinball classroom. I struggle with the "crickets" that happen in my class when I am asking questions or it is typically one or two students that are answering the questions while the rest of the class is passively learning. I need to be better about establishing the rules and guidelines for class discussions. I struggle with giving students the time to become better at being pinball wizards because it does take a lot of time and energy to establish those habits in the classroom. I need to understand that while it takes time from today's lesson, it will help the student's learn the material in the long term.
ReplyDeleteSorry, forgot my name! Katie Weeldreyer
DeleteMy last class discussion with my students was a ping pong discussion. I would love to get to a pinball discussion. I need to allow more open discussions in my classroom with my students. Almost all the discussions that I have with my students is guided discussions. I’m facilitating the questions and calling on students to answer the posed question.
ReplyDeleteTo become a pinball wizard, I need to allow students to communicate openly and give them a chance of openly discussing the posed question, but that can be tough in first grade. I have some students that don’t like to share full group or they need support in sharing.
I would say it seems like most of the time it’s a ping pong conversation, however the other day I did a lesson a little differently and thought it went more pinball. The students seemed more engaged. They were actually asking questions with other students responding, as the entire class, not just small groups. It was a great conversation and unfortunately the bell rang. I wish I could have had more time that day. It will just need to be more practice and maybe lessons like this to become more of a pinball.
ReplyDeleteMy classroom is mostly a ping pong room rather than a pinball wizard room. I tend to ask questions and have 2 or 3 students respond. The questions bounce back between the students and me. To shift over to a pinball wizard I need to start asking questions with the intent of allowing more whole class discussion and/or with collaboration, so that all of the students are responding.
ReplyDeleteI have a ping pong class, mostly. I usually have just a few students who volunteer their answers and sometimes it gets frustrating with the IDK answers when I ask different students. It is nice I can now include them and ask questions that will engage the whole class so more students will answer the questions.
ReplyDeleteI feel that my discussions currently represent the ping-pong method (Image 4.1), where the conversation mostly goes back and forth between the teacher and individual students. While this allows students to respond to questions, I would like to move toward more of a pinball-style discussion, where students respond to and build on each other’s ideas. To improve, I can start prompting students to add on to a classmate’s response, ask if anyone agrees or disagrees, or encourage them to expand on what another student has said. This would help create more collaborative discussions and deeper thinking among students.
ReplyDeleteIn Hack 4, the author shares two images, Image 4.1 (page 76) and Image 4.2 (page 83). Consider the last discussion you led, which image was represented in that discussion. If you are a pinball wizard, how do you do it? If you are not a pinball wizard yet, what can you do to become one?
ReplyDeleteOh man, I am not a pinball wizard. My class discussion is very much a ping-pong game. This is something that I personally need to work on, and that is giving up some of my control by allowing students to speak more freely. What I like about the pinball strategy is that it does emphasize teaching students to wait to respond. This will definitely take practice, but it is something that I want to implement in my classroom. My first step is going to explain pinball discussions what they are, what they sound like, and what they will look like. Then we will try it!
In Hack 4, the author shares two images, Image 4.1 (page 76) and Image 4.2 (page 83). Consider the last discussion you led; which image was represented in it? If you are a pinball wizard, how do you do it? If you are not a pinball wizard yet, what can you do to become one?
ReplyDeleteUnfortunately, most of my classes are ping-pong classes. I have one group that, when we do pair-share dialogues, turns into more of a pinball scenario. It wasn't intentional; it is just the personalities of students in this class period. I would love for all my students to participate in a pinball dialogue; it is awesome to see (or hear) them thinking about whatever the topic is. I will have to make a point to redirect their comments to their groups rather than responding myself. It will be a tough task, but hopefully, fully worth it!
I have ping-pong classes when I am asking a question here and a question there, but when actually trying to get them to talk to each other, it's more like pinball - but without all the flashing lights and wormholes and high scores. Even when I ask them to Turn and Talk, it's like one student launches the ball, the other one hits the button to move it up, but it maybe hits one thing and goes straight back down into the abyss. Then the other student launches the ball, and the process happens again in reverse. Maybe this is normal for a Turn and Talk, but I'd really like to get my students to more of a point where they can have an actual face to face discussion rather than one share and then the other share. Maybe I could have a built-in expectation that they paraphrase the other person's point before they share their own. That has worked for me in the past.
ReplyDeleteReflecting on my recent lessons, I’m still mostly in the "ping-pong" stage. It’s easy to default to that back-and-forth because it feels like I have more control over the pace, but it leaves the students waiting for me to direct every move. To get closer to the "Pinball Wizard" dynamic, I need to intentionally step back and use silent cues to keep the discussion between the students. My plan is to start using the ABC strategy to give them a clear roadmap for responding to one another rather than always funneling their thoughts through me.
ReplyDeleteI would say my last discussion was more of 4.1 than 4.2. It was more teacher to student pinball compared to student to students like 4.2. I would like to get better at letting the discussion flow and go as it seem fit. This is something that I will have to work on but struggle with the formal discussion part during PE class when I would rather have them move and play than having them listen. This pinball student to student would be more during the game and strategies they could use.
ReplyDeleteI'd say it's easy to fall into the ping-pong style over pinball. Since I don't have my own classroom - I don't get a lot of practice in this.... and I can say that the style of the main classroom teacher makes a big difference. I prefer classrooms with an open-forum brainstorming, etc. but there are many teachers that have the raise your hand, don't speak out of turn, etc. class structure. I really liked the bullet point, "develop a command of language to articulate thinking." I think these will be helpful as I continue to strive to be a pinball wizard.
ReplyDeleteThe last discussion that I lead felt like pulling teeth. It was more of ping-pong lesson between myself and a few students rather than a pinball lesson. I think to become a pinball wizard, students first need to feel comfortable in the classroom so that they can gain confidence to participate in large-group discussions. One method that I try when notice a decline in student participation is to ask my students to first share their thoughts with their shoulder partner. Once they’ve been given the opportunity to share with a partner and listen to others ideas, it sometimes gives them the confidence they need to share their thoughts out loud with the class. If there is still no participation, I can call on a student who I was able to listen to while sharing with their partner, and know that they have the correct answer without fear of embarrassment. Praising students after they offer up a response can also be a motivator for some.
ReplyDeleteMy discussions have transformed over the years due to some classroom changes. I've changed jobs, but also -- I tend to have different districts every year. When you change students every year -- it's hard to build the relationship/ trust that has that continuity each year. I also miss having my upper level students who aren't as afraid to speak. My younger students tend to be more hesitant to speak up with ideas. We are building those foundational ideas about how to hold conversations on literature as freshmen. In sophomore year we are shifting from English II to Speech --- and that gives us such a rushed schedule. It makes me really miss Jr. Honors English and AP Lit. Those were such great discussion classes. Right now feels more like ping pong than pinball.
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