• 7th graders used Snorkl to solve a two-step equation, receiving immediate feedback on their reasoning.
• The instant feedback sparked robust conversations between the teacher, students, and their peers.
• Students used the feedback over multiple attempts to succeed, and early finishers became peer coaches.

Finding the right technology, AI especially, to support math instruction can be challenging. We want tools that do more than just check an answer. We want them to help students think, reason, and articulate their process. I recently saw this in action during a demo lesson I co-taught in a 7th grade math class using Snorkl, and the results were truly encouraging.

The focus of the lesson was solving two-step equations that included decimals, which can often be an obstacle for students. We centered the task on a single, relevant problem: 4.50 + 3n = 10.50. The goal was not just to find the value of ‘n’, but to utilize Snorkl’s feedback mechanism to refine the how and the why of solving the equation.

Students dove into the problem, making multiple attempts. They had the option to either type out their reasoning or use the platform to speak their reasoning aloud. This flexibility was helpful, but the real power emerged after they submitted an attempt. Snorkl provided immediate, specific feedback on their process, reasoning, and their current answer.

This instant feedback loop proved to be the catalyst for success. Students actively used the feedback to improve their work on their next try. The teacher and I compared this to process of passing a level on a video game. The lesson was designed so students could make multiple attempts, using the feedback to build momentum on their way to earning a 4/4 score on the problem.

What happened next was even better. The feedback did not just create a dialogue between the student and the technology. Robust conversations began between the teacher and students, using the specific Snorkl feedback as a starting point. Perhaps most impressively, organic conversations sprang up between students. Peers began supporting one another, discussing the feedback they received and working together to understand the concepts more deeply.

Early finishers who earned 4/4 were deputized as “coaches.” This empowered them to help their classmates who were still working through the feedback process, reinforcing their own understanding while building a positive classroom culture.

Based on this success, the plan is to adapt this tool for thinking tasks within the Building Thinking Classrooms framework. After groups collaborate on their vertical non-permanent surfaces, students will work individually on Snorkl. They can then use the specific feedback to fuel their follow-up discussions, deepening the learning even further.

This blog post was drafted with the help of Google Gemini to help organize and flesh out my thoughts and ideas regarding using Snorkl to provide timely student feedback in a math class. I also used NotebookLM to generate a brief audio overview, perfect for those who want to listen and learn on the go.

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