The challenge of making group experiences safer and richer (DMIC)

 After 2 terms of using DMIC tasks and groups with Year 9 once or twice a week......

 I notice:

DMIC aligns with mana ōrite mō te mātauranga Māori, and a way of working that we want to encourage with the kids for all subjects - getting students to find and use their voices, solve problems, listen to each other etc. I want this to be a priority in my practice

When it's working well it feels good:

• the kids in their groups talk and listen to each other, taking care to respect the norms of checking in with each other, articulating their thoughts and creating a shared piece of work, no put-downs/cheap shots/whinging about working with people they don't like
• most of the groups are engaged with the problem
• the kids are nice to K
• K is peaceful and being a helpful contributor
• D is calmer and quieter
• L is working with the others in his group (not solving it for the others)

The class's attention deepens during the share and connect (more curiosity, more investment in what is being said, a sense of a common problem/purpose that transcends cliques)

I still have these questions:

• What are the markers of success? (Of our DMIC teaching practice? Of the kids' mathematical improvement?)
• How do we tell how much the kids are getting out of it and how much richer it is than what they were doing last year?
• How do we slow the reins of the quick workers so that the slower ones get a chance to wrap their head around the problem? - the more capable mathematicians are in the habit of being competitive and individualistic
• There is such a wide range of capability - it is very easy for the capable kids to take over and the not so capable kids to go along for the ride.

When it is not working it does not feel good, especially when the group norms are overturned by bullies and jokers in some groups. 

I worry that there is then an amplified effect of negative interactions since kids who usually keep their distance from each other/stay silent to protect themselves will sometimes find themselves in a group without friends or allies.

• Do these times negate the positive times? Do they increase lack of confidence and participation?

Naturally the time of day, the strength of the problem, the amount of food, sleep and home/friend baggage on the day for all of us affect readiness and willingness.

The question remains how to support (accelerate) the development of:

• Relating to others
• Managing self
• Participating and contributing

And challenge idk and idc