Rethinking Problem Solving

In an attempt to improve math scores, many schools have implemented school-wide problem solving models. The idea is that if students develop a routine for approaching, interpreting and planning solutions for a problem, they are more apt to be successful. Teachers are more able to identify where in the process a student has encountered difficulty.  The challenge has been finding a strategy that provides the necessary structure but works for everyone. What I like about this article on structured thinking routines is that the "model" for thinking is not specific to math. Students can use this model across the curriculum, making it more likely to be practiced and used successfully. Have a look at the article and video.

PZ Thinking Routines from Sue Borchardt on Vimeo.

Effective Questioning to Increase Thinking

Dr. Marion Small, a renowned author and Math Consultant,  was at Tecumseh Vista on Saturday for the Edcamp Conference today. She emphasized the point that our curriculum expectations are worded as "just do it" expectations - not thinking expectations.   A teacher can make a lesson thought-provoking or bland and would still meet the curriculum expectation as worded .... but the consensus is that we want to develop "thinkers". We can address this by altering the way we ask questions.  Even a rich task can go "dead" if it doesn't embed provocation for students' questions. Even struggling students need to be challenged to think rather than be given simple questions with simple answers. Have a look at the link below for her presentation and samples for the simple ways to alter our questioning tactics. 

http://www.onetwoinfinity.ca/wp-content/uploads/2016/04/EDCAMP-keynote.pdf

Harnessing the Power of "Interest"

When I read the article below, I drew parallels to the 3 part math lesson and the importance of the "Minds-on" stage - I've always viewed this stage as critical in my work with students who have self-regulatory issues. The introduction is what "hooks" the learners to help direct future learning and activates prior knowledge so that connections are more likely to be made. Learners are more apt to self regulate when the brain is actively engaged.

http://ww2.kqed.org/mindshift/2013/11/04/how-the-power-of-interest-drives-learning/

The article also addresses the importance of a guiding question .... the foundation of inquiry.  By taking the time to frame an engaging, guiding question, teachers can elicit curiosity and foster student interest. 

Promoting a Growth Mindset

This is an interesting comment from Carol Dweck during an Education Week conference keynote address -"We used to say kids don't have the ability. Now we're saying they don't have the mindset? I think it's protective. It's our way of saying 'It's not my fault that child isn't learning.'"

As educators, we need to ensure that labels are used to proactively assist us in strategy development rather than attribute blame to the individual (i.e. teachers need to approach student challenges with a Growth Mindset as well). Have a look at this article in which she identifies 6 "tips" to address Growth Mindset.

I also like this article on how teachers can promote a Growth Mindset in Math in the way they frame questions. For example,

Adding to the Growth Mindset Conversation

There are 2 points in this article sent to me from a colleague that made me reflect. The first is the notion that Growth Mindset is more than praising students for hard work. A Growth Mindset "involves reflecting on and changing our strategies so we become more and more effective learners over time".  The second is the mistake matrix that is presented to help students understand the difference between "sloppy" mistakes and mistakes that "stretch" their learning. Have a look.  

http://ww2.kqed.org/mindshift/2015/11/16/growth-mindset-clearing-up-some-common-confusions/

Growth Mindset: Clearing up Some Common Confusions Carol Dweck's work has made growth mindset a hotly discussed topic in education. It has also spawned misunderstandings about growth mindset and what it means in education. Read more...

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The Impact of Information Access

Our students today have infinite resources at their fingertips with personal devices in their pockets and free wifi growing everywhere. Never before has it been more important for teachers to be able to convey why the content they are teaching is relevant and important because our students have become much better at filtering information. They are bombarded with data and are constantly categorizing incoming information as either relevant/important or irrelevant/unimportant. I believe that their predisposition to filter incoming information is why it's crucial for educators to connect learning to relevant situations. This article in Edutopia offers a great perspective on "Why Math?". Have a look.

Genius Hour...A Systematic Approach to Inquiry

This video below was shared with me by a colleague as a starting point for "Genius Hour" in a classroom. I like the layout that is described and the supporting links that are provided. I especially appreciated that post regarding students who aren't sure about where to begin. "Don't Blame the Student" really made me think about the lack opportunities for students to follow their interests and motivations within school. I like the idea of getting students who are "stuck" to help out with a personal project - I've used helping our local food bank as a topic. Once students realized that there are an infinite number of ways to help others, the ideas became quite diverse. 

http://ajjuliani.com/webinar/

What to do when Genius Hour fails....

The Active Student

Our students today are always "on". They multi-task much more than I ever did as a child - texting, gaming, Instagram, twitter, selfies, social media......they are in a constant state of heightened "stimulation".  Students have become acclimatized to this state and may actually learn better when active. I recently took a course on Mindfulness and just taking time to be aware of the present moment. I believe that our students need support with this as well. This post on Edutopia pertains to ADHD students in supporting concentration but what I like is the implication for all students that learning can occur within a non-traditional setting. Students should be given the opportunity to move and, as educators, we do whatever we can to keep our students engaged. Have a look.

The Power of Play

I recently watched this video and considered its implications for what we see in our classrooms on a daily basis. I agree with Dr. Gray that play fosters independence, self esteem and sense of capacity to solve problems. The way children play has changed. Many students play video games with friends online. Would this form of play elicit the same results? Or is there something more needed - like more sensory/tactile-kinesthetic opportunities, social context, etc to develop coping skills? Within a classroom, I believe we can foster a similar play context through the use inquiry-based learning, regardless of grade level. Have a look at Dr. Gray's video.

Rethinking Math Instruction

This video sent out by the Brant Haldimand Norfolk Catholic School Board highlights how we should be rethinking math instruction. Students should not be expected to simply follow a set of procedures to achieve a desired outcome. They need to be able to show that they understand. We often say that the best way to learn something is to have to teach it. By expecting students to justify and prove their response, it solidifies understanding. Have a look at the video.