I Notice....I Wonder Part 2

I can definitely say that the professional development I have been doing recently has been sinking in! I was walking into the building the other day on my way to my classroom.  I've made this trek countless times over the last seven years, but this time was different! Do you see what I see? What do you notice?  What do you wonder?

Yes, that floor sure is shiny and clean!  I love the way it looks before about 800+ feet scuff it up and drag in half of the playground. But that's not what I noticed....

I had never noticed the potential of a math problem in the tile design of the hallway! My math nerd went into overdrive and began thinking of math problem-solving that could result from my observation!  There are three different colors of tiles in this hallway....I wonder if that is true all the way around the building.  I could quickly think of some area problems as well as a great connection to algebraic thinking! I wonder if the kids would enjoy roaming the hall and coming up with some problems of their own. Hmmmm.....

I would like to throw this picture out to the kids as a warm-up during that first week. And just ask them....what do you notice? what do you wonder?  I've been reading great math blogs by Dan Meyer and Fawn Nguyen about modifying the ordinary math problems kids see in math books and transforming them into rich mathematical experiences.  I wonder what they would do with this....

I Notice...I Wonder

Six days and counting until the new school year begins.  I have a mixture of knots in my stomach doing somersaults with the butterflies of anticipation.  In my early morning research today I came across a nugget I want to share with all my geeky math teacher friends and anyone else who wants to expand the conversations in their life.

I notice that I am always excited about the new school year...even after 34 years.  I wonder if my students are as excited about the start of the school year as I am.

What are you noticing and wondering?

http://youtu.be/C_DgSWEAUbQ

Mistakes

This morning I've been listening to more of the material from the How to Learn Math course. The focus today has been on the importance of making mistakes in the process of learning. Too often, students are afraid of making mistakes and not looking or feeling smart.  We teachers have not done enough to create an environment where students feel safe to muck about in learning. We have given them the deadly impression that you've got to get that answer right the first time and you'd better be quick about it as well! This takes more than "think time" before answering. In math, it means spending lots of time digging into challenging problems that require students to persist in the face of wrong turns and dead ends.  That's where the real brain growth and learning takes place! The culture of testing and results has put us on a speeding train to nowhere with our students. It's time to slow down, dig deeper, enjoy the process, and really learn. Thanks, Joan, for offering this course. Here is my poster I've made to remind me and my students that there is great value in those mistakes!

Reforming Mathematics Instruction

Joan Boaler  Stanford University web site

Currently I am one of the 20,000 (yes, you read that correctly!) people signed up to take an online course from Stanford professor, Joan Boaler, called How to Learn Math.  This online course is a FREE version of a course that she teaches at Stanford which helps students change their mindset about math.  What a great opportunity!

We read a portion of an article by Paul Lockhart in which he describes what is wrong with mathematics education. He compares the teaching of music to the way we currently teach math to students. In his analogy, we would teach students all about the notation of music, how to write the different scales, transpose keys, and take tests yet never listen to music or write music. His description of such a ridiculous method makes his point clear.
                                                                                                                 
The current movement to Common Core standards is not just a re-arranging of objectives throughout grade levels although some of that is occurring.  It is more than just another opportunity for textbook publishers to slap a new sticker on the front of their current over-priced, lackluster books that say "Common Core aligned."  It is more than just "hands-on" activities with manipulatives. This change in mathematics education is a fundamental way of teaching and learning.

What we are demanding of ourselves is to teach in ways that are challenging for both the student and the teacher. These methods demand that we have high expectations for children through problem-solving and digging into their thinking. It is not rote memorization (but there is some of that, too!) - these methods ask us to approach mathematics with curiosity, wonder, beauty, and innovation. We will ask students to wrestle with a situation where mathematics can be employed. We are asking students to nurture the joy of solving a puzzle, discovering a pattern, devising a rule, and creating new ways of looking at the world. We are asking students to persist even when they struggle.

After teaching thirty-four years, I have seen the waves of teaching reform ebb and flow. One thing is certain, none of those waves has made enough impact for our children.  Today I am attending a day-long class with my fellow math colleagues to dive more deeply into the Common Core. The Common Core is the tidal wave of changes! I've got my surfboard, and I'm ready to ride!

P.S. I'm back from my "training" today. So disappointed and discouraged. We were treated to two fine examples of engaging activities. The rest of the day was a bore, not challenging, unenlightening, and a waste of my time. Sorry to say that but 'tis true. I would have enjoyed more time listening to Joan!

Concept Map Assignment for EDUC115N

Summer Vacation?

(This is for all of you folks who believe that we teachers "work only nine months, have three months of vacation, and go home at 3:00 every day.") Summer vacation. I have two glorious weeks of unstructured time left before the school year begins July 29. I have relaxed and had time for my private, creative pursuits.  I finished teaching summer school at the end of June and spent a few days in the cool mountains of northern Arizona.

My mind, however, has not stopped working. I've been reading several new books - three of which are about teaching and teaching math, in particular. Oh, yeah, I finished reading a novel also. Today I am looking forward to the start of an online course I'm taking from a Stanford University professor. I couldn't pass up the opportunity to take a free course on teaching math. Next week I have an all-day workshop with middle school math teachers in my district.

A teacher is never really totally on vacation. With computers, the Internet, and, now, Pinterest, there are so many ways to link up, blog, and find the best of the best ideas for teachers. We are pretty much on it 24/7. Would I trade it for a 9 to 5 desk job without 140 papers to grade into the evening? No way! Although I stretch myself thin during the school year with very little free time for myself, I wouldn't trade a single moment of the last 34 years.

Retirement? I've been thinking a lot about it. Sometimes the demands of documentation and accountability to legislators just about does me in. Sit at home and find a closet to re-organize?  Nope. Not for me. As long as I look forward to those young faces, want to find new ways to reach their mathematical minds, and love shopping for school supplies, you'll find me in my classroom.

As for vacation, I'm learning to include a little vacation every day in my life. Not waiting for the big moments. Two weeks and counting...in my world, a new adventure is beginning very soon!