Our math program is heavily based on the problem-solving approach, rather than an over-reliance on the rote recall "kill-and-drill" approach to math. One of the ways we consolidate what we've learned in math is to analyze and sort the different strategies of our classmates into a "Bansho". Bansho originates from Japanese mathematics lessons. In Ontario classrooms, the term “bansho” has been used to represent a process where teachers co-ordinate discussions of students’ mathematical thinking through a discussion that engages students in clarifying and justifying their solution methods. Teachers use visual aids (e.g., samples of student work on chart paper) to facilitate discussion that requires students to compare and synthesize different solution methods and identify relationships among them.
The photo is a (distant) sample of the bansho we did today after our math session on changing attributes in patterning. This is my first time using this method to help students communicate their learning, and I'm looking forward to using it again.